This summary analyzes a first grade classroom that uses the new Lead 21 literacy program. The teacher teaches the program daily, which divides the school year into rigorous units focused on topics. Throughout the day, students engage in whole group instruction on the unit, small group literacy centers, and 1:1 support as needed. The classroom is text-rich and exposes students to various genres. Suggestions include incorporating additional projects and hands-on activities to supplement the worksheet-focused program.

1. Instructional
Inquiry
Danielle Hajduk

2. Instructional Inquiry
I 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.

3. 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

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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)

10. 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

11. 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

12. 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

13. 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)

14. 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.

15. 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

16. 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

17. Analysis of Instructional
• Lead 21 Program
Time
• 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.

18. 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.

19. 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.

20. 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.