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From Policy to Practice

LIS for Instructional Leaders

Asynchronous Webinar

Fall 2022

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Mary Phillips

K-5 ELA Consultant

mary.phillips@dpi.nc.gov

Daniel Fugazot

K-5 ELA Consultant

daniel.fugazot@dpi.nc.gov

Kelly Schultz

6-8 ELA Consultant

kelly.schultz@dpi.nc.gov

John Davis

9-12 ELA Consultant

john.davis@dpi.nc.gov

Teresa Parker

Administrative Specialist for ELA & Languages

teresa.parker@dpi.nc.gov

Stacy Daniel, Ed.D.

Section Chief for ELA & Languages

stacy.daniel@dpi.nc.gov

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Today’s Materials

https://tinyurl.com/PolicyToPracticeWebinar

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This Recording | Considerations for Use

This webinar has been designed as an abbreviated, self-guided version of PD offered in September of 2022.
This webinar is optional and should be completed only if participants feel ready to engage with its content.
Best if completed with a team of instructional leaders and/or those involved with LIS implementation and roll-out.
The webinar recording will delineate where pauses can be taken to review key materials or complete suggested tasks

Before we begin the webinar, I want to share some key considerations for how this recording can be used.

First, this webinar has been designed as an abbreviated, self-guided version of in-person PD offered by the ELA team in September of 2022. If you did not have the opportunity to attend a session, this webinar will cover the same content.
Please note; however, that this webinar is optional and should be completed only if participants feel ready to engage with its content.
Learning would ideally be completed with a team of instructional leaders and/or those involved with LIS implementation and roll-out in a district. Some prior knowledge of the LIS and their implementation at the local level would be helpful.
Finally, this webinar recording will delineate where pauses can be taken to review key materials or complete suggested tasks. It is suggested that participants pause and engage in the tasks with their colleagues when prompted in order to more fully build their understanding.

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Our Outcomes

Build a deeper understanding of the LIS and practices

Utilize the "Literacy Look-Fors Tool" to observe and coach

Plan next steps for improving literacy in your PSU

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Our Agenda

01

02

03

Setting the Stage

LIS Review

04

05

Leading Instructional Change

06

Unpacking the Tool & LIS

Literacy Look- Fors Tool: Investigation & Practice

Reflection

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Setting the Stage

for Improvement

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….policy can often seem like an invisible force working to make teaching more complex and difficult. For teachers, they might only think of policy as being formal in that it is written down but also not something they are regularly invited to participate in developing. In fact, teachers often frame policy understandings in terms of what they already know, believe, and do in classrooms. The result can be a melange of old and new practices to satisfy whoever is interpreting policy for teachers rather than an active engagement.”

-Cohen & Ball (2021)

“

Implementing policy into meaningful practice demands instructional leadership that actively engages all teachers.

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SB387

Creation of LIS

Current Research (SoR)

Reflection of current literacy practices

model
non model

Modification and Implementation to reflect alignment

Completion of form
Continued Support

Read to Achieve Legislation

For additional information, please review the LIS Summer Regional PD.

In order to reflect on what literacy instruction should look like in practice, let’s first quickly review the policy that our state has passed.
The Read to Achieve Legislation, SB387, dictated that the department of public instruction develop for districts literacy instruction standards that are used across the state that are based in current research aligned to the science of reading.
As part of implementing these standards, DPI was also tasked with providing PSUs with a model and non model of what the implementation of the standards could look like.
These two resources are to be used by PSUs to reflect on the current state of literacy instruction as it currently exists in order to modify and implement the standards fully. This form is to be submitted to DPI in an effort to provide PSUs feedback and targeted support to help them meet full alignment.
For more information on this form and its submission, please review the SB387 legislation and LIS Summer regional PD linked on this slide.

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SB387 | Implementation Timeline

APRIL 2021

Research and drafting of LIS begins

External feedback on LIS

OCT 2021

SB 387 passes

State Board passes LIS

Research and drafting of practices begins

MAY 2021

Practices finalized

CAO feedback on LIS

FEB 2022

Practices provided as an update to the State Board

MARCH 2022

SPRING 2022

Gather feedback from stakeholders

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SB387 | Implementation Timeline

Provide professional development - District Leaders

2022 - 2023 SCHOOL YEAR

PSUs review C&I, submit form reflecting current state of literacy instruction (December. 15, 2022)

NCDPI reviews PSU explanations and consults with local leaders, as needed

SUMMER 2022

Provide professional development - District Leaders, Administrators, and Teachers

Develop additional PD & resources to support implementation of LIS

Building capacity and strategic planning with key stakeholders

2023- 2024

All curriculum and instruction modified and in place beginning with the 2024-2025 school year.

Review of literacy instruction complete by November 15, 2023

2024- 2025

Continued and ongoing support from DPI

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SB387 Legislation | Key Takeaways

The LIS & Practices…

Set expectations for teaching literacy in all classrooms

Integrated Model of Literacy instruction

Create a common language around literacy instruction

Assist teachers in ensuring their students meet the expectations of the SCOS

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Literacy Instruction Standards (SB387)

13

Framework for development and alignment of curriculum and instruction

Define level of quality and equity within core literacy instruction

To be used in tandem with the NC Standard Course of Study

K-2

3-5

6-8

9-12

Anchored by the following components:

Reading Materials
Phonological Awareness (K-2)
Phonics (K-5)
Academic Language & Vocabulary
Fluency (K-5)
Comprehension: Discussion & Writing
Comprehension: Strategy Instruction
Comprehension: Knowledge-Building
Writing
Observation & Assessment
Small Group Instruction (K-5)
Engagement

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Literacy Component

Literacy Instruction Standard (LIS)

What

Instructional Practices

How

This slide allows us to take a closer look at the way the LIS have been organized and published.
At the top of each page, teachers have been provided with the literacy component in bold.
Under each component is the language of the standard itself, outlining what it is the teacher should be doing within their instruction at their specific grade-band.
To provide further guidance of what the standard looks like in action, under each LIS are practices that provide teachers more detail on instructional methods they can use to improve students’ literacy skills and address specific demands of each standard. The LIS framework does not indicate an exhaustive list of literacy instruction practices. Practices included in this framework are representative of methods that have the strongest research support appropriate for students at each level.

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What students are expect to know/do
What students are learning aligned to their grade level

How teachers intentionally design instruction to be literacy-rich
How literacy supports students in meeting the demands of the SCOS

NCSCOS

LIS

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Pause | Considerations for Team Processing

Review SB387 & June Regional LIS PD if needed
Explore the LIS & Practices to build capacity within your literacy leadership team
Review slides 16-19 of this presentation to see how the NCSCOS and LIS/practices can be crosswalked across disciplines and grade-bands.

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Fitting it Together | NCSCOS: ELA & LIS

NCSCOS

W.7.5 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

LIS

6-8: Explicit writing instruction that includes writing processes and meaningful writing opportunities for

students to apply and practice strategies

Practices

6-8: Engaging students in inquiry-based writing tasks

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Fitting it Together | NCSCOS: Science & LIS

NCSCOS

Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species)

may impact the environment.

LIS

9-12: Explicit comprehension strategy instruction, including text structure and metacognitive strategies, both

general and discipline-specific

Practices

9-12: Describing, modeling, and providing opportunities for students to practice using a variety of reading comprehension strategies, including making predictions, activating prior knowledge, setting reading goals, visualizing, questioning, making inferences, and summarizing

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Fitting it Together | NCSCOS: Math & LIS

NCSCOS

NC.K.OA.4 For any number from 0 to 10, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a drawing or expression.

LIS

K-2: Explicit writing instruction and meaningful opportunities to write for a variety of purposes and

audiences

Practices

K-2: Intentionally integrating writing across content areas to provide opportunities for students to use writing as a tool for building and communicating knowledge

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Fitting it Together | NCSCOS: Social Studies & LIS

NCSCOS

I.1.5. Understand academic and domain-specific words in sources to create responses to compelling questions.

LIS

3-5: Intentional instructional opportunities for students to learn and use academic language skills, including

vocabulary knowledge, across content areas

Practices

3-5: Selecting a small set of high-utility general-academic and discipline-specific words from texts for instruction that are important for comprehending the text and building knowledge

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Leading Instructional Change

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Practitioner Profile | Guiding Principles & Domains

As instructional leaders we should:

Be Empathetic

Be Curious

Be Committed

Advance Equity

Embrace Cross-Disciplinary Approaches

Use Critical Thinking

As instructional leaders we should frame our support to include:

Co-Creation and Engagement

Ongoing Improvement

Sustaining Change

This work begins as we determine our own personal strengths as well as areas of needed improvement. Let’s begin by working through these guiding principles and domains within a practitioner’s profile. In order to support literacy instruction and the LIS, we as leaders must embrace the following guiding principles - we must:

Be empathetic
Embrace curiosity
Be committed
Work towards advancing equity
Embrace cross-disciplinary approaches
And model critical thinking

Take a minute to identify your strength. Also consider which principle might be your weakness.

[Click]

Once we have identified which principle is our strength (and our weakness) then we can better understand which domain we may be best suited to lead…would it be:

Co-Creation and Engagement
Ongoing Improvement
Sustaining Change

The big takeaway here is that leading change can’t happen alone - we must recognize our own personal strengths as well as the strengths of others within our teams thus allowing us to create a clear and intentional plan for leading instructional change at every level.

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Review the guiding principles from the Practitioner Profile.
Identify the one that best describes you.
Brainstorm possible competencies for your domain. E.g. what does it mean to support ongoing improvement through this domain?
Discuss with your team how your competency supports the implementation of the LIS.

Your Task:

Pause | Team Processing

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Implementation Support Coaching Profile | Level Setting

Supporting the LIS means that all stakeholders have a voice in creating change through:

co-learning
co-designing
tailoring support around literacy instruction.

Supporting the LIS means that all stakeholders:

assess and analyze student needs
set goals based on data
follow a common plan
communicate via feedback cycles

Supporting the LIS means that all stakeholders build capacity and cultivate leaders through:

growing and sustaining relationships
developing teams

Alright! Welcome back…

I hope your conversations around these competencies validated your strengths and gave you some things to consider/work on within those areas of needed growth.

Let’s go ahead and take a quick minute to level set the competencies for each domain.

Co-Creation and Engagement: Supporting the LIS means that all stakeholders have a voice in creating change through:

Co-learning
Co-designing
tailoring support around literacy instruction.

Ongoing Improvement: Supporting the LIS means that all stakeholders:

assess and analyze student needs
set goals based on data
follow a common plan
communicate via feedback cycles

Sustaining Change: Supporting the LIS means that all stakeholders build capacity and cultivate leaders through:

growing and sustaining relationships
developing teams

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Literacy Look-Fors Tool

Implementation Support Coaching Profile | In Action

Now that we’ve talked about leadership, we’re going to share a resource that our team created based on requests from the field. Our Literacy Look-Fors Tool was designed to be used in several different ways.

It can be used to help guide PLC conversations around digging deeper into the LIS and practices.
If you are thinking about the plan - or as we like to refer to it - the reflective form - this tool can be used to help PSUs get a pulse on what literacy instruction is currently like in their district
It can be used as a tool to help administrators, instructional coaches, and teachers gather evidences of the LIS during instructional walkthroughs

It really just comes down to how you choose to use it and for what purpose.

Today’s purpose, as is evidenced by the bigger circle - is to model how the Literacy Look-Fors tool can be used for ongoing improvement.

[Click]

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Literacy Look Fors Tool

Overview

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June 2022 | Guidance for LIS Form Completion

Determine Current State of Literacy Instruction

Assemble C&I Team; Develop knowledge of LIS

Organize Data & Evidence

Submit Form

Write Explanation

Make Modifications

Assemble C&I Team; Develop knowledge of LIS

Determine Current State of Literacy Instruction

Organize Data & Evidence

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Literacy Look-Fors Tool | Where Does It Fit In?

Deepen Knowledge

Determine Current State

Organize Data & Evidence

Use for Coaching & Self-Reflection

Determine what LIS looks like in practice

Build Capacity

Determine gaps and areas of need

Identify district and/or school goals for improvement

Identify areas of strength and areas of growth

Use feedback on submitted form to modify and plan improvements, as needed*

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Pause | Team Processing

Literacy Look-Fors Tool

Review the first page of the Literacy Look-Fors Toolkit

Take note of the guidance given on the purpose of this resource and it’s suggested use.

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Literacy Look-Fors Toolkit | Key Takeaways

Content-inclusive & non-evaluative in nature
Cycle-based to encourage growth & improvement
Promotes integrated model of literacy
Offers a snapshot of instruction based on various pieces of evidence

Now that you’ve had some time to look through the tool, let’s review some key takeaways.

Please note that the tools, like the LIS, are content-inclusive and can be used in any classroom at any level. It is also meant to be non-evaluative in nature and should not be connected to a teacher’s official observation.
The tool is also cycle-based to encourage growth & improvement, offering guidance on what a pre and post conference could look like in which teachers can discuss and process their instruction with a leader or coach.
The tool also an promotes an integrated model of literacy allowing for observers to make connections to multiple literacy skills and specific demands of the SCOS.
Finally, please note that using the tool offers a snapshot of instruction. For the fullest understanding of what instruction looks like, various pieces of evidences should be consulted.

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Literacy Look-Fors Toolkit | Key Components

Pre-Walkthrough

Meeting Guide

Post-Walkthrough

Reflection Guide

Post-Walkthrough

Coaching Conversation Guide

Walkthrough Indicators by Component

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Key Takeaways:

All of the resources within this toolkit are meant to be non-evaluative.
All pre and post tools are meant to be used in conjunction with the Look-For Indicators.
Common language and line of questioning is present to assess intentionality, quality, and results of instructional decisions.
Questions are framed to support coaching conversations.
The Post-Reflection Guide is meant for the instructional leader(s) as preparation for future coaching conversations.
The Planning Next Steps table is meant to encourage collaborative partnerships between instructional leaders and teachers.

Pre/Post Coaching Tools | Key Takeaways

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Complexity of Instruction | Unpacking a ‘Snapshot’

NCSCOS

What students are learning within a discipline
Alignment
Building Knowledge

LIS & Practices

How teachers are contributing to literacy development
Integration of various skills
Content & disciplinary

Collecting Evidence

Data
Artifacts
Observation
Conversation

Coaching

Reflection
Analysis
Ongoing support
Goal-setting

Before we go in more depth with the indicators, we want to conclude our overview of the Literacy Look-Fors Tool by discussing the reality of instruction, which we know is complex by nature. When it comes to entering a classroom, there are multiple gears working in tandem with each other to affect the quality of instruction:

The first is the SCOS, which outlines what students are expected to learn within a given discipline appropriate to their grade and connect to disciplinary knowledge.
The second is literacy skills, how teachers are designing their learning to contribute to a student’s literacy development across skills and disciplines.
The third is evidence of learning: what data, artifacts, observation and reflection is occurring around the impact of instruction.
And finally their is coaching: what analysis, support, and further learning teachers are receiving to better their pedagogies.
While it may be difficult to get a full picture of all these things at play, the literacy look fors tool can be used to get a snapshot worth unpacking further.

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Unpacking & Aligning

Look Fors & LIS Practices

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Literacy Instruction Standard (LIS)

What

Instructional Practices

How

Unpacking Look-Fors & LIS Practices | Goal

The goal is to further unpack the Look-Fors indicators, by referencing back to the LIS practices.

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Step 1. Review the Look-Fors Tool for the LIS & its indicators

REVIEW

Step 2. Based on the indicators from the Look-Fors Tool, further unpack the standard by aligning key practices with specific indicators

EXTEND

Unpacking Look-Fors & LIS Practices | Directions

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Reading Materials

Model

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Literacy Instruction Standards | Progression

K-2	3-5	6-8	9-12
READING MATERIALS
Intentional opportunities and instructional support for students to access, read, and interpret a variety of types and modes of text.

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Step 1. Review the Look-Fors Tool for the LIS & its indicators, taking note of how the LIS has been unpacked.

REVIEW

Unpacking Look-Fors & LIS Practices | Model

Is the teacher providing intentional opportunities?

Is the teacher providing instructional support?

Are there a variety of types and modes of text?

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Step 2. Based on the indicators from the Look-Fors Tool, further unpack the standard by aligning key practices with specific indicators

EXTEND

Unpacking Look-Fors & LIS Practices | Model

Instructional Support

Intentional Opportunities

Types & Modes of Text

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(6-12)

Unpacking Look-Fors & LIS Practices | Model

Using multi-modal texts, including prose, expository texts, and textbooks

Using exemplary, single-structured texts as model

Selecting appropriate literacy tools based on student need

Providing complementary materials,

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With your team, select a grade-band of your choice.
Using the appropriate Look-Fors Tool and LIS, further unpack the indicators by aligning them to specific practices.
As you complete this process, discuss with your team what you notice.
Check your work with the examples we’ve provided on slides 43-57

Your Task:

Pause | Team Processing

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Reading Foundations

Small Group Instruction

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K-2	3-5
PHONOLOGICAL AWARENESS
Explicit instruction and intentional opportunities to develop awareness of the segments of sound in oral language
PHONICS
Systematic and explicit instruction in letter-sound relationships and sound-spelling patterns	Explicit instruction in sound-spelling patterns and common word parts
FLUENCY
Intentional opportunities for students to hear models of fluent reading and to develop oral reading fluency	Intentional and authentic instructional opportunities to build oral reading fluency and silent reading proficiency to support comprehension of increasingly complex, grade-appropriate text
SMALL GROUP INSTRUCTION
Personalized small group instruction, integrating a variety of grouping approaches, that targets students' needs in specific literacy skills and grade-level standards based on observation and assessment

Literacy Instruction Standards | Progression

K-2	3-5
PHONOLOGICAL AWARENESS
Explicit instruction and intentional opportunities to develop awareness of the segments of sound in oral language
PHONICS
Systematic and explicit instruction in letter-sound relationships and sound-spelling patterns	Explicit instruction in sound-spelling patterns and common word parts
FLUENCY
Intentional opportunities for students to hear models of fluent reading and to develop oral reading fluency	Intentional and authentic instructional opportunities to build oral reading fluency and silent reading proficiency to support comprehension of increasingly complex, grade-appropriate text
SMALL GROUP INSTRUCTION
Personalized small group instruction, integrating a variety of grouping approaches, that targets students' needs in specific literacy skills and grade-level standards based on observation and assessment

K-2	3-5
PHONOLOGICAL AWARENESS
Explicit instruction and intentional opportunities to develop awareness of the segments of sound in oral language
PHONICS
Systematic and explicit instruction in letter-sound relationships and sound-spelling patterns	Explicit instruction in sound-spelling patterns and common word parts
FLUENCY
Intentional opportunities for students to hear models of fluent reading and to develop oral reading fluency	Intentional and authentic instructional opportunities to build oral reading fluency and silent reading proficiency to support comprehension of increasingly complex, grade-appropriate text
SMALL GROUP INSTRUCTION
Personalized small group instruction, integrating a variety of grouping approaches, that targets students' needs in specific literacy skills and grade-level standards based on observation and assessment

K-2	3-5
PHONOLOGICAL AWARENESS
Explicit instruction and intentional opportunities to develop awareness of the segments of sound in oral language
PHONICS
Systematic and explicit instruction in letter-sound relationships and sound-spelling patterns	Explicit instruction in sound-spelling patterns and common word parts
FLUENCY
Intentional opportunities for students to hear models of fluent reading and to develop oral reading fluency	Intentional and authentic instructional opportunities to build oral reading fluency and silent reading proficiency to support comprehension of increasingly complex, grade-appropriate text
SMALL GROUP INSTRUCTION
Personalized small group instruction, integrating a variety of grouping approaches, that targets students' needs in specific literacy skills and grade-level standards based on observation and assessment

K-2	3-5
PHONOLOGICAL AWARENESS
Explicit instruction and intentional opportunities to develop awareness of the segments of sound in oral language
PHONICS
Systematic and explicit instruction in letter-sound relationships and sound-spelling patterns	Explicit instruction in sound-spelling patterns and common word parts
FLUENCY
Intentional opportunities for students to hear models of fluent reading and to develop oral reading fluency	Intentional and authentic instructional opportunities to build oral reading fluency and silent reading proficiency to support comprehension of increasingly complex, grade-appropriate text
SMALL GROUP INSTRUCTION
Personalized small group instruction, integrating a variety of grouping approaches, that targets students' needs in specific literacy skills and grade-level standards based on observation and assessment

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Examples from LIS & Practices:

Phonological Awareness (K-2): Engaging students in instructional activities that involve blending and segmenting sounds in words. (intentional opportunities)
Phonics (K-5): Modeling the use of word reading knowledge and strategies during read alouds (explicit instruction)
Fluency (K-2): Providing regular and varied opportunities for students to hear fluent oral reading of literary and informational texts (hear models of fluent reading)
Fluency (3-5): Scaffolding opportunities for students to engage in silent reading of increasingly complex texts for a variety of purposes (intentional opportunities to build silent reading proficiency)
Small Group Instruction (K-5): Using ongoing observation and assessment data to create flexible small groups targeting students’ demonstrated literacy needs (Integrates a variety of grouping approaches)

Reading M| Unpacking LIS Practices

Foundational Reading

Small Group Instruction

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Comprehension: Discussion & Writing

Comprehension: Strategy Instruction

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Literacy Instruction Standards | Progression

K-2	3-5	6-8	9-12
COMPREHENSION: DISCUSSION & WRITING
Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within and across texts before, during, and after interactive read-alouds	Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within and across texts	Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within disciplines
COMPREHENSION: STRATEGY INSTRUCTION
Explicit instruction and modeling of how to use text structure and strategies to support comprehension during interactive read-alouds	Explicit instruction in text structure and strategies to support comprehension	Explicit comprehension strategy instruction, including text structure and metacognitive strategies, both general and discipline-specific

K-2	3-5	6-8	9-12
COMPREHENSION: DISCUSSION & WRITING
Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within and across texts before, during, and after interactive read-alouds	Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within and across texts	Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within disciplines
COMPREHENSION: STRATEGY INSTRUCTION
Explicit instruction and modeling of how to use text structure and strategies to support comprehension during interactive read-alouds	Explicit instruction in text structure and strategies to support comprehension	Explicit comprehension strategy instruction, including text structure and metacognitive strategies, both general and discipline-specific

K-2	3-5	6-8	9-12
COMPREHENSION: DISCUSSION & WRITING
Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within and across texts before, during, and after interactive read-alouds	Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within and across texts	Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within disciplines
COMPREHENSION: STRATEGY INSTRUCTION
Explicit instruction and modeling of how to use text structure and strategies to support comprehension during interactive read-alouds	Explicit instruction in text structure and strategies to support comprehension	Explicit comprehension strategy instruction, including text structure and metacognitive strategies, both general and discipline-specific

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Reading Materials | Unpacking LIS Practices

Comprehension: Discussion & Writing

Comprehension: Strategy Instruction

Examples from LIS & Practices:

K-2: Constructing a variety of initial and follow-up questions to engage students in higher-order discussion before,during, and after reading (higher-order discussion)
3-5: Intentionally planning explicit instruction and a variety of opportunities for students to write in response to reading across content areas (writing about/in response to ideas)
6-8: Modeling how to question and reflect during and after reading and apply newly learned strategies to text (modeling, metacognitive strategies)
9-12: Planning explicit comprehension strategy instruction that provides information about what the strategy is, how to use it, and when and why readers use the strategy (explicit instruction: strategies/text structures)

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Comprehension: Knowledge-Building

Academic Language & Vocabulary

Writing

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K-2	3-5	6-8	9-12
COMPREHENSION: KNOWLEDGE BUILDING
Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across texts before, during, and after interactive read-alouds	Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across text
ACADEMIC LANGUAGE & VOCABULARY
Intentional instructional opportunities for students to learn and use academic language skills, including vocabulary knowledge, across content areas		Intentional instructional opportunities for students to learn and use academic language skills, including discipline-specific vocabulary
WRITING
Explicit writing instruction and meaningful opportunities to write for a variety of purposes and audiences		Explicit writing instruction that includes writing processes and meaningful writing opportunities for students to apply and practice strategies

Literacy Instruction Standards | Progression

K-2	3-5	6-8	9-12
COMPREHENSION: KNOWLEDGE BUILDING
Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across texts before, during, and after interactive read-alouds	Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across text
ACADEMIC LANGUAGE & VOCABULARY
Intentional instructional opportunities for students to learn and use academic language skills, including vocabulary knowledge, across content areas		Intentional instructional opportunities for students to learn and use academic language skills, including discipline-specific vocabulary
WRITING
Explicit writing instruction and meaningful opportunities to write for a variety of purposes and audiences		Explicit writing instruction that includes writing processes and meaningful writing opportunities for students to apply and practice strategies

K-2	3-5	6-8	9-12
COMPREHENSION: KNOWLEDGE BUILDING
Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across texts before, during, and after interactive read-alouds	Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across text
ACADEMIC LANGUAGE & VOCABULARY
Intentional instructional opportunities for students to learn and use academic language skills, including vocabulary knowledge, across content areas		Intentional instructional opportunities for students to learn and use academic language skills, including discipline-specific vocabulary
WRITING
Explicit writing instruction and meaningful opportunities to write for a variety of purposes and audiences		Explicit writing instruction that includes writing processes and meaningful writing opportunities for students to apply and practice strategies

K-2	3-5	6-8	9-12
COMPREHENSION: KNOWLEDGE BUILDING
Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across texts before, during, and after interactive read-alouds	Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across text
ACADEMIC LANGUAGE & VOCABULARY
Intentional instructional opportunities for students to learn and use academic language skills, including vocabulary knowledge, across content areas		Intentional instructional opportunities for students to learn and use academic language skills, including discipline-specific vocabulary
WRITING
Explicit writing instruction and meaningful opportunities to write for a variety of purposes and audiences		Explicit writing instruction that includes writing processes and meaningful writing opportunities for students to apply and practice strategies

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Reading Materials | Unpacking LIS Practices

Comprehension: Knowledge Building

Academic Language & Vocabulary

Writing

Examples from LIS & Practices:

K-2: Integrating reading, writing, and oral language into disciplinary instruction for a variety of purposes, including engaging in disciplinary practices (build/connect knowledge)
3-5: Teaching strategies to derive the meaning of unfamiliar words, including context clues, morphology, and using reference materials (learn academic language skills)
6-8: Promoting structured academic discourse around

content area topics (support their understanding of ideas)

9-12: Providing opportunities for students to make interest-

based choices about their writing (meaningful writing

opportunities)

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Observation & Assessment

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Literacy Instruction Standards | Progression

K-2	3-5	6-8	9-12
OBSERVATION & ASSESSMENT
Ongoing observation and assessment of students' language and literacy skills to design responsive instruction

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Examples from LIS & Practices:

Intentionally observing students during instruction and cooperative learning tasks to gather information about their reading, writing, and language use (Language Skills)
Providing timely, specific, and formal feedback on skills and standards (Literacy Skills)
Using a variety of formative, benchmark, and progress monitoring assessment tools and practices to guide and adjust whole-class and small-group instruction over time (Using Data)
Collaborating with additional school personnel, including specialists, to select, plan, and/or provide enrichment or intensive, systematic instruction for students who need additional support (Responsive Instruction to Meet Students’ Needs)

Observation & Assessment | Unpacking LIS Practices

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Engagement

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Literacy Instruction Standards | Progression

K-2	3-5	6-8	9-12
ENGAGEMENT
Intentional efforts to foster literacy engagement as students learn and use reading, writing, and oral language within ELA and content-area instruction		Intentional efforts to foster literacy engagement as students learn and use reading, writing, and oral language within content-area instruction

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Engagement| Unpacking LIS Practices

Examples from LIS & Practices:

K-5: Supporting students in seeing themselves as successful readers and writers (in ELA instruction)
K-5: Engaging students in solving meaningful problems, and answering questions about the social, natural, or designed world (in content-area instruction)
K-5: Presenting students with regular opportunities to make constrained choices about texts and reading and writing tasks (learn/use reading, writing, oral language)
6-12: Providing opportunities for students to read self-selected texts at an appropriate complexity level (foster in reading)
6-12: Empowering students to make decisions about topics, forms of communication, etc. (foster in writing)
6-12: Inviting students to work in independent or teacher-directed groups (foster in oral language)

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Investigation and Practice

Artifact Exploration

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Investigation & Practice | Goal

Using the Look-Fors Tool to identify instructional practices

being used in classrooms.

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Step 1. Practice analyzing instruction & collecting evidence using the tool & various artifacts.

PRACTICE

Step 2. Process & collaborate through group discussion & consensus building on what the LIS look like in practice.

PROCESS

Artifact Exploration | Directions

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Reading Materials

Model

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In Practice | Artifact Exploration

Artifact | Text Complexity Analysis

Secondary Sample

Grade 6
Earth Science
Earth: the Inside Story

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Step 1. Practice analyzing instruction & collecting evidence using the tool & various artifacts.

PRACTICE

Artifact Exploration | Model

Evidence from exploring the artifact:

Text complexity measures aligned to a specific grade band
Specific connections to NCSCOS for Science
Considerations for Reader & Task to help scaffold
Sample multi-model texts to include in a text set.

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Artifact Exploration | Model

Step 2. Process & collaborate through group discussion & consensus building on what the LIS look like in practice.

PROCESS

Using multi-modal texts, including prose, expository texts, and textbooks

Using exemplary, single-structured texts as model

Selecting appropriate literacy tools based on student need

Providing complementary materials,

✔

The teacher supports intentional opportunities to read text by providing students a text set on the Earth’s makeup. There are various genres represented.

There are instructional supports in place to ensure all students can:

Access: text set

Read: modeling read aloud of difficult paragraph, or using a strategy to teach key terms.

Connection to NCSCOS: 6.E.2 Understand the structure of the earth….
No clear culminating or processing task given for students after reading the text. Follow-up with teacher/PLC on how the students are challenged to interpret text’s meaning.

If a team was processing this artifact to reach some key conclusions about this specific LIS in practice, we could reach some of the following understandings:

According to this snapshot of instruction, the teacher supports intentional opportunities to read text by providing students a text set on the Earth’s makeup. There are various genres represented.
There are instructional supports in place to ensure all students are supported. The teacher has planned for how students access text by using a text set to build prior knowledge. The teacher has also planned for how student read text, considering how students may benefit from hearing a modeled read aloud of a difficult paragraph, or using a strategy to pre-teach key terms.
We also see a clear connection to NCSCOS: mapping our text with science standard 6.E.2 Understand the structure of the earth.
Based on this artifact, it is still unclear what culminating or processing task will be given to students after reading the text. An area of improvement could be around following-up with teacher/PLC on how the students are challenged to interpret text’s meaning.

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With your team, select a grade-band of your choice.
Using the appropriate Look-Fors Tool, review the artifacts for the specific LIS they have been attached to. These can be found on slides 66-70.
As you complete this process, practice capturing evidence on the tool. Consider:

Indicator(s) present
For teacher evidence: consider the LIS & practices
For student evidence: consider the NCSCOS

Check your work with the facilitator guides hyperlinked on slide 71.

Your Task:

Pause | Team Processing

Now that you see what this artifact exploration looks like in action with our model, it is now time to pause and engage in some self-paced learning and processing with your team. In order to do so, we suggest you follow this guidance:

With your team, select a grade-band of your choice. Make sure you all have access to the appropriate look fors tool and LIS.
Using the appropriate Look-Fors Tool, review the artifacts we have provided for the specific LIS they have been attached to. These can be found on slides 66-70.
As you complete this process, practice capturing evidence on the tool. Consider what indicators(s) you believe are present, what teacher and student evidence can be cited, and how the LIS and NCSCOS can be referenced.
Once you’re done, check your work with the facilitator guides hyperlinked on slide 71. Captured here are some suggestions for what we believe your teams should have seen based on the artifacts provided.

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Artifact Exploration

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Reading Foundations &

Small Group Instruction

Artifact | Interactive Read Aloud

Kindergarten
Community, Citizenship, Positive Character Traits
Chrysanthemum by Kevin Henkes

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Comprehension: Discussion & Writing

Comprehension: Strategy Instruction

Artifact | Recorded Lesson & Transcript

Elementary Sample

Video
Transcript
K-5
Math
Problem-solving Procedure

Secondary Example

Video (minutes 09.00-15.00)
Transcript
Grade 7
Social Studies
Women’s Suffrage Unit

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Comprehension: Knowledge-Building

Academic Language & Vocabulary

Writing

Artifact | Text Set

Elementary Sample

Kindergarten
Citizenship/ positive character traits

Secondary Example

9th Grade ELA/WH
Holocaust

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Observation & Assessment

Artifacts | Task, Rubric, Work Sample

Elementary Sample

3rd Grade Science
Informative Writing
Water Conservation

Secondary Sample

9-10th Grade ELA/SS
Informative Writing
Great Depression

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Artifact Exploration | Facilitator Guides

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Considering Next Steps

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Planning for Next Steps: Short & Long Term

In what ways can the Look-Fors Tool assist with form completion and/or determining a baseline for literacy instruction?
In what ways can it assist with improving literacy across content areas?

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SCOOP: LIS

LIS 1-3
Elementary and Secondary Considerations
PLC Activities

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LIS Learning Series

LIS &

ELA

Nov.

LIS &

SS

Jan.

LIS &

Science

Dec.

LIS &

Math

April

LIS &

ELD

May

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LIS Toolkit (LIST)

Up-to-date content
Key resources & links
SB387 Repository

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Installation Timeline

Priorities for the 22-23 school year by month
Timeframe for PD and resource publication

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Our Listserv

Monthly updates sent every first Friday
Keep instructional leaders informed

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NCDPI LIS Webpage

Public-facing & high-level
Launchpad to other resources

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Mary Phillips

K-5 ELA Consultant

mary.phillips@dpi.nc.gov

Daniel Fugazot

K-5 ELA Consultant

daniel.fugazot@dpi.nc.gov

Kelly Schultz

6-8 ELA Consultant

kelly.schultz@dpi.nc.gov

John Davis

9-12 ELA Consultant

john.davis@dpi.nc.gov

Teresa Parker

Administrative Specialist for ELA & Languages

teresa.parker@dpi.nc.gov

Stacy Daniel, Ed.D.

Section Chief for ELA & Languages

stacy.daniel@dpi.nc.gov