ELT Initiative

English language arts teachers are often eager for additional time so that they can target instruction to the specific literacy needs of their students. Some teachers feel their students need more time with silent or guided reading. Others want more time to incorporate writing activities that they may not have had time to focus on in the previous schedule. Teachers at ELT schools value the additional time in ELA because it allows them more time to work in small groups with students. Through these small-group sessions, teachers are able to better assess students’ needs and make sure they are progressing.

When adding time for ELA, strong ELT schools first spend time looking at data to gain a deeper understanding of student needs. If student data indicate a particular weakness in ELA, schools might select a school-wide academic focus related to reading or writing that drives their redesign. For example, if a school chooses writing as their school-wide academic focus, then the school would likely add time within their literacy block for writing activities, embed additional writing instruction within all core subject areas, and create enrichment programs that involve students in writing activities. Also, teacher planning and professional development time would be focused on helping all teachers better understand the primary components of teaching writing as well as learning how to incorporate writing into their classes. See ELT Expectations for Implementation for more information on choosing a school-wide academic focus.

The following resources may prove helpful for schools considering how ELT can expand and improve upon English language arts instruction.

Case Studies & Helpful Resources

Case Study: Hiatt Elementary School’s Two-Hour Uninterrupted Literacy Block

Videos

Thinking, Writing, and Sharing in an ELT School