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Page 1: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

1

Springtown ISD

Balanced Literacy

Framework

Page 2: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

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Table of Contents

Balanced Literacy……………………………………………………………………….pg. 5

Four Kinds of Reading and Writing/Four Levels of Support………………..pg. 5

Five Elements of Effective Reading Instruction………………………………….pg. 6

Text Correlation Chart………………………………………………………………….pg. 7

Framework of the Reading Workshop……………………………………………..pg. 8

Summary of Balanced Reading Approaches……………………………………..pg. 8

Language/Word Study………………………………………………………………….pg. 8

Literacy Workstations for Primary/Intermediate Grades……………………pg. 9

Independent Reading…………………………………………………………………..pg. 10

Guided Reading…………………………………………………………………………..pg. 11

Shared Reading…………………………………………………………………………..pg. 12

Interactive Read-Alouds………………………………………………………………..pg. 13

Word Knowledge, Phonics, Phonemic Awareness……………………………...pg. 14

Word Study…………………………………………………………………………………pg. 15

Framework of the Writing Workshop……………………………………………….pg. 16

Summary of Balanced Writing Approaches……………………………………….pg. 16

Independent Writing……………………………………………………………………..pg. 17

Interactive Writing………………………………………………………………………..pg. 18

Writer’s Workshop………………………………………………………………………..pg. 19

Shared Writing…………………………………………………………………………….pg. 20

Instructional Setting – Kindergarten – Word Knowledge, Phonics,

Phonemic Awareness……………………………………………………………………pg. 21

Instructional Setting – Kindergarten – Interactive Read-Alouds and

Shared Reading…………………………………………………………………………..pg. 22

Instructional Setting – Kindergarten – Guided Reading……………………..pg. 23

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Instructional Setting – Kindergarten – Independent Reading…………….pg. 24

Instructional Setting – Kindergarten – Shared Writing……………………..pg. 25

Instructional Setting – Kindergarten – Interactive Writing………………..pg. 26

Instructional Setting – Kindergarten – Independent Writing………………pg. 27

Instructional Setting – Kindergarten – Writer’s Workshop…………………pg. 28

Instructional Setting – 1st Grade – Word Knowledge, Phonics,

Phonemic Awareness……………………………………………………………………pg. 29

Instructional Setting – 1st Grade – Interactive Read-Alouds and

Shared Reading…………………………………………………………………………..pg. 30

Instructional Setting – 1st Grade – Guided Reading……………………………pg. 31

Instructional Setting – 1st Grade – Independent Reading…………………….pg. 32

Instructional Setting – 1st Grade – Shared Writing……………………………..pg. 33

Instructional Setting – 1st Grade – Interactive Writing…………………………pg. 34

Instructional Setting – 1st Grade – Independent Writing……………………….pg. 35

Instructional Setting – 1st Grade – Writer’s Workshop………………………….pg. 36

Instructional Setting – 2nd Grade – Word Knowledge, Phonics,

Phonemic Awareness, Word Study……………………………………………………pg. 37

Instructional Setting – 2nd Grade – Interactive Read-Alouds and

Shared Reading…………………………………………………………………………….pg. 38

Instructional Setting – 2nd Grade – Guided Reading……………………………..pg. 39

Instructional Setting – 2nd Grade – Independent Reading………………………pg. 40

Instructional Setting – 2nd Grade – Shared Writing………………………………pg. 41

Instructional Setting – 2nd Grade – Interactive Writing………………………….pg. 42

Instructional Setting – 2nd Grade – Independent Writing……………………….pg. 43

Instructional Setting – 2nd Grade – Writer’s Workshop………………………….pg. 44

Instructional Setting – 3rd Grade – Word Study.…………………………………..pg. 45

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Instructional Setting – 3rd Grade – Interactive Read-Alouds and

Shared Reading…………………………………………………………………………..pg. 46

Instructional Setting – 3rd Grade – Guided Reading…………………………..pg. 47

Instructional Setting – 3rd Grade – Independent Reading……………………pg. 48

Instructional Setting – 3rd Grade – Shared Writing……………………………pg. 49

Instructional Setting – 3rd Grade – Interactive Writing……………………….pg. 50

Instructional Setting – 3rd Grade – Independent Writing…………………….pg. 51

Instructional Setting – 3rd Grade – Writer’s Workshop……………………….pg. 52

Instructional Setting – 4th Grade – Word Study.………………………………..pg. 53

Instructional Setting – 4th Grade – Interactive Read-Alouds and

Shared Reading…………………………………………………………………………..pg. 54

Instructional Setting – 4th Grade – Guided Reading…………………………...pg. 55

Instructional Setting – 4th Grade – Independent Reading…………………….pg. 56

Instructional Setting – 4th Grade – Shared Writing……………………………..pg. 57

Instructional Setting – 4th Grade – Interactive Writing…………………………pg. 58

Instructional Setting – 4th Grade – Independent Writing………………………pg. 59

Instructional Setting – 4th Grade – Writer’s Workshop…………………………pg. 60

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Balanced Literacy

Balanced literacy is a curricular methodology that integrates various forms of

literacy instruction through the Reader’s Workshop, Word Work/Study, and

Writer’s Workshop. Assessment based planning is at the core of this model.

The balanced literacy approach is characterized by explicit skill instruction and

the use of authentic texts. Through various modalities, the teacher implements

a well-planned comprehensive literacy program that reflects a gradual release

of control, whereby responsibility is gradually shifted from the teacher to the

students.

Four Kinds of Reading and Writing/Four Levels of Support (Fountas and Pinnell, 1996)

High Support

Moderate/Low Support

Little/No Support

Read-Alouds Shared Reading Guided Reading Independent Reading

Language Experience Interactive Writing Writing Workshop Independent Writing

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Five Elements of Effective Reading Instruction

Phonemic Awareness

The ability to hear individual sounds in

words and to identify particular sounds.

Comprehension The act of construction of meaning from text.

Without understanding, there is

no reading.

FIVE

ELEMENTS OF

EFFECTIVE

READING

INSTRUCTION

Phonics

The knowledge of letter-sound

relationships and how they are used in

reading and writing.

Vocabulary (as a text

characteristic) Words and their

meanings.

Fluency To read text with good momentum, phrasing, appropriate pausing, accuracy, intonation,

and stress.

Page 7: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

Text Correlation Chart

Grade Level STAR Early

Literacy

STAR

Reading

Guided Reading

Fountas & Pinnell

DRA ISIP Early

Reading

ISIP Advanced

Reading

Lexile

Kindergarten BOY

522 A 1 184-186 Beginning Reader

MOY 561 B 2 187-190 EOY 601 C 3 191-202

First Grade BOY

631 76 C-D 3-6 191-202 100-400

MOY 690 95 E-G 8-12 203-215 EOY 742 164 H-I 14-16 216-226

Second Grade BOY

743 224 J 18 216-226 <1543 300-600

MOY 776 274 K-L 20-24 227-234 1544-1614 EOY 804 327 M 28 235-239 1615-1652

Third Grade BOY

803 357 N 30 240-244 1653-1737 500-800

MOY 821 392 O 34 245-250 1738-1785 EOY 835 436 P 38 251-265 1786-1896

Fourth Grade BOY

458 Q 40 251-265 1786-1896 600-900

MOY 487 R 266-277 1897-2050 EOY 520 S

Fifth Grade BOY

560 T 50 278-288 2051-2100 700-1000

MOY 592 U

EOY 630 V

Sixth Grade BOY

671 W 60 289+ 2101-2123 800-1050

MOY 716 X EOY 779 Y

7

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Framework of the Reading Workshop

The reading workshop often begins with a whole-group mini lesson that focuses on teaching a

procedure, reading strategy, or genre. The mini lesson can incorporate either a read aloud or

shared reading. The students then move into the guided reading block. As the teacher works

with small groups, the other students do literacy-related activities in literacy workstations. At

the end of the reading block, students meet to discuss their books or share what they learned

in the literacy centers (Richardson, 2009).

Summary of Balanced Reading Approaches (K-4)

Approach &

Approx. Time

Grouping Text Level How Text is

Read

Purpose

Read-Aloud (15 minutes)

Whole Above grade level By the teacher ~Model fluent reading and reading strategies ~Motivate students to read

Shared Reading (15 minutes)

Whole On grade level Students read with the teacher

~Teach strategies ~Support language

Guided Reading (45-60 minutes)

Small group Instructional level (varies by student or group)

Students read text independently while teacher coaches

~Practice reading strategies with teacher support ~Differentiate instruction based upon need

Independent Reading (10-15 minutes)

Individual Independent level Independently ~Enjoyment and fluency ~Practice strategies that have been internalized

(Richardson, 2009)

Language/Word Study

Grade Level Instructional Focus Approx. Time

Kindergarten-1st Grade Phonemic Awareness, Phonics, Sight Words

20-30 minutes

2nd Grade Phonemic Awareness, Phonics, Vocabulary, Spelling

15-20 minutes

3rd-4th Grade Vocabulary, Spelling, Morphemes, Parts of Speech

20-30 minutes

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Literacy Workstations for Primary Grades (Richardson, 2009)

Literacy-related Activity The Next Step in Guided Reading

Book Boxes Pg. 13

Buddy Reading Pg. 14 Writing Pg. 14

Reader’s Theatre Pg. 14

Poems and Songs Pg. 15

ABC/Word Study Pg. 15 Word Wall Pg. 15

Read the Room (or Word Hunt) Pg. 15

Oral Reading Pg. 16

Listening Pg. 16 Computer Pg. 17

Overhead Projector Pg. 17 Geography Pg. 17

Science Pg. 17

Big Books Pg. 17

Library Pg. 17

Literacy Workstations for Intermediate Grades (Richardson, 2009)

Literacy-related Activity The Next Step in Guided Reading

Buddy Reading Pg. 21

Word Study Pg. 21

Vocabulary Pg. 21

Writing Pg. 21

Reader’s Theatre Pg. 22

Research Related to Content Areas Pg. 22

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Independent Reading

Grades K-4

Definition: Independent reading (IDR) is a time when student read text (either

self-selected or teacher recommended) at their independent reading level to

practice reading strategies, develop fluency, and automaticity. Teachers can

hold conferences with students during this time to discuss various aspects of

the text. Students also respond to text in meaningful ways through writing,

discussing, or sketching in a journal. The purpose of IDR time is to help

students increase the time they spend reading and responding to literature.

Value of Independent Reading

Provides opportunity to apply reading strategies independently

Provides time to sustain reading behavior

Challenges the reader to work on his/her own and to use strategies on a

variety of texts

Promotes fluency through rereading

Builds confidence through sustained, successful reading

Challenges the reader to solve words independently while reading texts

well within his/her control

Supported Research

(Clay, 1991; Holdaway, 1979; McKenzie, 1986; Meek, 1988; Taylor, 1993)

Materials

Big and little books

Large print charts

Writing displayed in the room

Classroom library

Pointers

District Resources

Library

Book Rooms

Jan Richardson’s The Next Step in Guided Reading (pg. 32) Reading

Response

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Guided Reading

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Grades K-4

Definition: Guided reading (GR) is when the teacher meets with a small group

that needs to work on a specific strategy or that has a similar reading level.

Each student has a copy of the text and reads it quietly. These small groups

are temporary; they change as you assess your students’ growth and needs.

You select teaching points based on the readers’ needs and may assign oral

and/or written responses and extensions.

Value of Guided Reading

Provides the opportunity to read many texts and a wide variety of texts

Provides opportunity to problem-solve while reading for meaning

Provides opportunities to use strategies on extended text

Challenges the reader and creates context for successful processing on

novel texts

Teacher selection of text, guidance, demonstration, and explanation is

available to the reader

Teacher selects specific student(s) and takes a running record during or

immediately following the guided reading lesson

Supported Research

(Clay, 1991; Fountas & Pinnell, 1996, 1999; Holdaway, 1979; Lyons, Pinnell, &

DeFord, 1993; McKenzie, 1986; Meek, 1988; Pinnell & Fountas, 1998;

Routman, 1991; Won, Groth, & O’Flahavan, 1994)

Materials

Individual books

Easel and chart paper

Running records

District Resources

The Next Step in Guided Reading by Jan Richardson

Journey’s Leveled Readers

Book Rooms

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Shared Reading

Grades K-4

Definition: Shared reading (SR) is a type of focus lesson in which either

enlarged print is utilized, or all students have the text to “share” the reading

process with a group of students. The teacher uses this time, explicitly

modeling reading strategies and skills that the students need to learn. The

responsibility for reading is “shared” between the teacher and the students.

Value of Shared Reading

Teacher explicitly demonstrates early strategies, such as word by word

matching

Builds sense of story and ability to predict

Demonstrates the process of reading extended text

Provides opportunity to participate and behave like a reader

Creates a body of known texts that children can use for independent

reading and as resources for writing and word study

Provides social support from the group

Supported Research

(Holdaway, 1979; Martinez & Roser, 1985; Pappas & Brown, 1987; Rowe, 1987;

Snow, 1983; Sulzby, 1985; Teal & Sulzby, 1986)

Materials

Large print charts

Big books

Individual copies

Easel

Pointers

District Resources

Journey’s

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Interactive Read-Alouds

Grades K-4

Definition: Interactive read-alouds (IRA) is a time when the teacher reads a

piece of quality writing aloud to the whole class and stops at planned points to

ask questions that elicit student responses. Students learn to think deeply

about text, to listen to others, and to grow their own ideas.

Value of Interactive Read-Alouds

Involves children in reading for enjoyment

Demonstrates reading for a purpose

Develops knowledge of how texts are structured

Increases vocabulary

Promotes oral language development

Creates a community of readers through enjoyment and shared

knowledge

Makes complex ideas available to children

Establishes known texts to use as a basis for writing and other activities

through rereading

Supported Research

(Adams, 1990; Clark, 1976; Cochran-Smith, 1984; Cohen, 1968; Durkin, 1966;

Goodman, Green, & Harker, 1982; Hiebert, 1988; Huck, Hickman, & Helper,

1993; Ninio, 1980; Pappas & Brown, 1987; Schickedanz, 1978; Wells, 1985)

Materials

Individual book for teacher

District Resources

Journeys

Library

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Word Knowledge, Phonics, and Phonemic Awareness

Grades K-2

Definitions:

Word knowledge is the practice and use of decoding strategies needed for

successful independent reading through explicit and direct instruction in the

alphabetic principle, phonemic awareness, and word structure.

Spelling

Vocabulary

Word study

Word wall

Sight words

Word families

Phonics is an instructional approach of teaching beginners to read and

pronounce words by learning to associate letters or letter groups with the

sounds they represent.

Building decoding skills

Helps students learn to read

Students will be actively engaged

Promotes and fosters social interaction

Students make sense of what they learn

Phonemic awareness is the ability to recognize that a spoken word consists of a

sequence of individual sounds. The ability to notice, think about and work with

the individual sounds in spoken words.

Split syllables

Teaching blending and segmenting

Teach alphabet recognition

Use key words and pictures

Lead to building spelling skills

Isolate sounds

District Resources

Fountas and Pinnell Phonics System

Journeys

District Spelling/Word List

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Word Study

Grades 2-4

Definition: Word study involves the areas of phonics (letter/sound

relationships), morphemic analysis (using word parts to denote meaning), and

automaticity for sight words. Word study involves both decoding (reading) and

encoding (phonics and spelling) of our symbol system so students can make

meaning from an author’s message and convey meaning by creating their own

message. During word study, the teacher provides students the opportunity to

manipulate words and parts of words through meaningful and enjoyable

activities and games. Reading ability can develop dramatically as word study

lessons develop experience with:

Letters and their corresponding sounds

Components of words (roots, prefixes, etc.)

Patterns of how words are spelled such as word families

How parts of words often will give hints to the meaning of a word

Word study activities call for active problem solving

Value of Word Work, Phonics, Phonemics, and Word Study

Helps children become familiar with letter forms

Helps children learn to use visual aspects of print

Provides opportunities to notice and use letters and words that are

embedded in text

Provides opportunities to manipulate letters and make words

Help children link sounds with letters and letter clusters

Helps children use what they know about words to solve new words

Supported Research

(Adams, 1990; Cunningham, 1995; Fountas & Pinnell, 1998; Pinnell &

Fountas, 1998; Read, 1970, 1975; Schickedanz, 1986)

District Resources

Fountas and Pinnell Word Study

Journeys

District Spelling/Word List

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Framework of the Writing Workshop

The writing workshop is another way for teachers to help children learn to write. It begins with

a mini lesson that almost always emerges from the students’ writings. The mini lessons may be

categorized as procedural, strategy/skill, or craft. A procedural lesson is a brief instruction on

routines or materials that will enable writers to carry on independently. They might include

topics such as organizing and using the writing folder, choosing paper and a cover, using the

stapler, or conferring with a partner. Strategy/skill lessons address the skills of a writer. These

include saying words slowly and recording their sounds, leaving space between words, learning

about word construction, and using capital letters for names or at the beginning of a sentence.

Craft lessons address what writers and illustrators do to communicate their message to

readers. They include instruction on such topics as eliminating unnecessary information, adding

information, providing detail, choosing a title, writing a good lead or ending, providing

illustrations that enhance the story, and writing in a particular genre. The teacher provides the

students to write independently while she/he conferences with individual students (Fountas

and Pinnell, 1996).

Summary of Balanced Writing Approaches (K-4)

Approach &

Approx. Time

Grouping How Text is

Written

Purpose

Shared Writing (5-10 minutes)

Whole By the teacher ~Model fluent writing ~Related to an experience

Interactive Writing (5-10 minutes)

Whole Students and teacher

~Make connections between oral and written language ~Students learning to become proficient writers

Writer’s Workshop (30-45 minutes)

Whole and individual

Students write text independently while teacher coaches and confers

~Teacher models a mini lesson related to student’s writing ~Practice writing strategies with teacher support ~Teacher confers with students independently

Independent Writing (10-15 minutes)

Individual Independently ~Enjoyment and fluency ~Practice strategies that have been internalized

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Independent Writing

Grades K-4

Definition: Independent writing is when children write their own pieces,

including (addition to stories and informational pieces) retellings, labeling,

speech balloons, lists, etc.

Value of Independent Writing

Provides opportunity for the independent production of written text

Provides chance to use writing for different purposes across the

curriculum

Increases writers’ abilities to use different forms

Builds ability to write words and use punctuation

Fosters creativity and the ability to compose

Supported Research

(Bissex, 1980; Clay, 1975; Dyson, 1982; Ferreiro & Teberosky, 1982;

Goodman, Harste, Woodward, & Burke, 1984)

Materials

Paper, pencils, markers, staples, pre-made plain books, and art materials

Resources children use on their own such at the word wall or

dictionaries

Print rich environment as a resource

District Resources

Empowering Writers or Writing Academy

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Interactive Writing

Grades K-4

Definition: Interactive writing is when teacher and children compose messages

and stories that are written using a “shared pen” technique that involves

children in their writing.

Value of Interactive Writing

Demonstrates concepts of print, early strategies, and how words work

Provides opportunities to hear sounds in words and connect with letters

Helps children understand “building up” and “breaking down” processes

in reading and writing

Increases spelling knowledge

Provides texts that children can read independently

Supported Research

(Button, Johnson, & Furgerson, 1996; McCarrier & Patacca, 1994; Pinnell &

McCarrier, 1994)

Materials

Paper, pencils, markers, staples, pre-made plain books, and art materials

Resources children use on their own such at the word wall or

dictionaries

Print rich environment as a resource

District Resources

Empowering Writers or Writing Academy

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Writer’s Workshop

Grades K-4

Definition: Children engage in writing a variety of texts. Teacher guides the

process and provides instruction through milestones and conferences.

Value of Writer’s Workshop

Helps writers develop their voice

Provides opportunities for children to learn to be writers

Provides chance to use writing for different purposes across the

curriculum

Increases writers’ abilities to use different forms

Builds ability to write words and use punctuation

Fosters creativity and the ability to compose

Supported Research

(Atwell, 1987; Britton, 1983; Calkins, 1983, 1986; Giacobbe, 1981; Graves,

1983; Graves & Hansen, 1983)

Materials

Word wall, dictionaries, and other resources

Paper, pencils, markers, pre-made plain books, art materials

Print rich environment

District Resources

Empowering Writers or Writing Academy

Page 20: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

Shared Writing

Grades K-4

20

Definition: Teacher and children work together to compose messages and

stories; teacher supports process as scribe.

Value of Shared Writing

Demonstrates how writing works

Provides opportunities to draw attention to letters, words, and sounds

Enables children’s ideas to be recorded

Creates written language resources for the classroom

Supported Research

(Goodman, 1984; Holdaway, 1979; McKenzie, 1986; Sulzby, 1985)

Materials

Large charts and markers

Materials for making big books

Pointers for rereading

Letter chart or letters for use as a model for instruction

District Resources

Empowering Writers or Writing Academy

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Instructional Setting

Kindergarten

21

Word Knowledge, Phonics, Phonemic Awareness

Purpose: To help students’ achieve the automatic word recognition necessary

for fluency and proficient comprehension. “The purpose of word study is twofold. First students develop a general knowledge of English spelling…Second, word study increases specific knowledge of words---the

spelling and meaning of individual words.” Bear; Invernizzi; Templeton; & Johnston. Words Their Way; Fourth Edition,

2008

The role of the teacher is…….

Assess phonemic awareness, phonics, and word knowledge using TPRI, STAR

Early Literacy, running records, and other assessment tools and resources

Provide explicit direct instruction on the use of phonics and phonemic awareness

Model and teach concepts using Fountas and Pinnell Phonics System and other district supported resources

Monitor learners frequently through the use of running records and anecdotal notes

Design evidence-based lessons that reflect best practices

Incorporate reading and writing which reflects a balanced literacy approach

Use strategies continually throughout the day in all content areas

Facilitate and provide opportunities for learners to demonstrate their knowledge through oral and/or written tasks

The role of the learner is…..

Monitor, mirror, and practice learned skills during lessons

Use classroom resources to demonstrate knowledge of skills

Respond appropriately and actively engage in his/her own learning

Demonstrate a transfer of knowledge in other content areas

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Instructional Setting

Kindergarten

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Interactive Read Alouds and Shared Reading

Purpose: To improve students’ listening skills, reading comprehension, and

attitudes toward reading, and to build vocabulary and background knowledge. Reading aloud also allows the teacher to model fluent oral reading. Texts rich in meaning or language and class favorites are read again and again and are

used as a base for other activities. “Brief discussion takes place before and after reading as well as at a few planned times during the reading.”

Fountas & Pinnell, Teaching for Comprehending and Fluency, 2006 To build upon children’s interests and to increase their enjoyment and appreciation of stories, poems, rhymes, and chants. “The scaffold of shared

reading,…, makes it possible for the teacher to choose challenging materials, above the independent reading level of the children.”

Routman, Reading Essentials, 2003

The role of the teacher is…….

Demonstrate and model appropriate strategies so learners may analyze, make inferences, and draw conclusions about specific text

Design evidence-based lessons that address the TEKS and components of the balanced literacy framework

Use a variety of resources that provide rich and detailed learning experiences

Increase the student’s knowledge through active read alouds and share reading

Use clear and precise vocabulary to teach concepts

Build student’s vocabulary through the use of purposeful and explicit learning

Build a respectful classroom that provides learners multiple opportunities to learn

The role of the learner is…..

Use strategies to understand his/her own learning

Actively participate and demonstrate learned skills

Create opportunities to expand learning across content areas

Be respectful and behave like a good reader by sharing and listening to others

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Instructional Setting

Kindergarten

23

Guided Reading

Purpose: To support and encourage the development of strategies to process

increasingly challenging texts with fluency and understanding leading to independent reading. “…the greatest strength of guided reading is that it offers support for all the readers in our classrooms; the strongest and the weakest,

the motivated and the indifferent, the million-word kids and the thousand-word kids.”

Rog, Guiding Readers, 2012

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Monitor the learner and provide extended opportunities

Continually assess through the use of observations, running records, anecdotal notes, and other district supported assessments

Meet with small groups daily for approximately 10-15 minutes

Provide opportunities for the learning to reflect

Scaffold and model appropriate reading strategies

Form flexible groups based on continuous assessing

Establish solid routines for small groups and literacy work stations

Provide rich literacy work stations that includes previous learned skills

The role of the learner is…..

Use learned skills and demonstrate knowledge in reading and work stations

Apply and utilize strategies to his/her reading

Work independently in literacy work stations

Respond and actively engage to strategies and discussions

Model teacher’s procedures for learning tasks

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Instructional Setting

Kindergarten

24

Independent Reading

Purpose: To provide opportunities for students to apply reading strategies,

develop fluency, and build their confidence as readers, and to work on their own to improve their reading achievement.

The role of the teacher is…….

Support students in choosing texts

Create a community of literacy learners

Provide students opportunities for independent reading practice to facilitate the

fluency required for comprehension

Read and discuss a range of different genres

Create a climate that encourages students to engage in analytic evaluation and

reflective thinking

Monitor students’ choices of materials for independent reading

The role of the learner is…..

Use reading for various purposes

Read fluently and to enjoy reading

Practice reading strategies

Recognize and discuss elements of different genres

Make critical connections between texts

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Instructional Setting

Kindergarten

25

Shared Writing

Purpose: To help students learn about the writing process through structured

conversations during the sharing session. The focus is on the content of the message. The content can be a daily message, response to literature, lists, and so forth. “Shared writing experiences make it possible to write challenging text

that no single child could write independently; they raise expectations for what’s possible.”

Routman, Writing Essentials, 2005

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate the process of writing

Provide learner’s ideas and experiences to be recorded

Create written language through a variety of forms (poetry, fiction, non-fiction, etc.)

Compose messages through shared opportunities with learners

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Discuss and share personal experiences and ideas to be recorded

Use knowledge gained to apply in their own learning

Be respectful of other’s ideas

Apply own learning to other areas of reading and writing

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Instructional Setting

Kindergarten

26

Interactive Writing

Purpose: To provide opportunities to plan and construct texts, models the

connection among and between sounds, letters, and words, increases spelling knowledge, produces written language resources in the classroom.

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate concepts and strategies of how words work

Share the pen with students to provide model instruction

Create written language through a variety of forms (poetry, fiction, non-fiction,

etc.)

Observe and teach specific spelling knowledge

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Discuss and engage in writing experiences with other learners and teacher

Use knowledge gained to apply in their own learning

Be respectful of other’s ideas

Apply own learning to other areas of reading and writing

Actively participate in sharing the pen

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Instructional Setting

Kindergarten

27

Independent Writing

Purpose: To encourage students to experiment, choose their own topics,

problem-solve, monitor, and explore the use of written language.

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate the process of writing

Create a rich classroom that fosters writing

Model daily writing

Share and express a love of writing by displaying learner’s work

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Utilize opportunities to write across content areas

Use knowledge gained to apply in their own learning

Create writing samples that exemplify the writing process

Apply own learning to other areas of reading and writing

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Instructional Setting

Kindergarten

28

Writer’s Workshop

Purpose: To provide focused writing instruction to a small group of students in

order to lead them to independent writing. “Children engage in writing a variety of genres. Teacher guides the process and provides mini-lessons and conferences.”

Fountas & Pinnell, Guided Reading, 1996

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate the process of writing

Guide learners to develop their own voice in their writing

Create written language through a variety of forms (poetry, fiction, non-fiction, etc.)

Explicitly teach spelling and punctuation through the learner’s own writing

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Use resources in the classroom to write

Use knowledge gained to apply in their own learning

Demonstrate knowledge by writing in a variety of forms

Apply own learning to other areas of reading and writing

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29

Instructional Setting

1st Grade

Word Knowledge, Phonics, Phonemic Awareness

Purpose: To help students’ achieve the automatic word recognition necessary

for fluency and proficient comprehension. “The purpose of word study is twofold. First students develop a general knowledge of English spelling…Second, word study increases specific knowledge of words---the

spelling and meaning of individual words.” Bear; Invernizzi; Templeton; & Johnston. Words Their Way; Fourth Edition,

2008

The role of teacher is…….

Assess phonemic awareness, phonics, and word knowledge using assessment

tools and resources

Provide explicit direct instruction on the use of phonics, phonemic awareness,

and word knowledge

Model and teach concepts using Fountas and Pinnell Phonics System and other district supported resources

Monitor learners frequently through the use of running records and anecdotal notes

Design evidence-based lessons that reflect best practices

Incorporate reading and writing which reflects a balanced literacy approach

Use strategies continually throughout the day in all content areas

Facilitate and provide opportunities for learners to demonstrate their knowledge through oral and/or written tasks through the use of various

manipulatives

Introduce high frequency words so learners will apply it in their reading and writing

The role of the learner is…..

Monitor, mirror, and practice learned skills during lessons

Use classroom resources to demonstrate knowledge of skills

Respond appropriately and actively engage in his/her own learning

Demonstrate a transfer of knowledge in other content areas

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Instructional Setting

1st Grade

30

Interactive Read Alouds and Shared Reading

Purpose: To improve students’ listening skills, reading comprehension, and

attitudes toward reading, and to build vocabulary and background knowledge. Reading aloud also allows the teacher to model fluent oral reading. Texts rich in meaning or language and class favorites are read again and again and are

used as a base for other activities. “Brief discussion takes place before and after reading as well as at a few planned times during the reading.”

Fountas & Pinnell, Teaching for Comprehending and Fluency, 2006 To build upon children’s interests and to increase their enjoyment and appreciation of stories, poems, rhymes, and chants. “The scaffold of shared

reading,…, makes it possible for the teacher to choose challenging materials, above the independent reading level of the children.”

Routman, Reading Essentials, 2003

The role of the teacher is…….

Demonstrate and model appropriate strategies so learners may analyze, make inferences, and draw conclusions about specific text

Design evidence-based lessons that address the TEKS and components of the

balanced literacy framework

Use a variety of resources that provide rich and detailed learning experiences

Increase the student’s knowledge through active read alouds and share reading

Use clear and precise vocabulary to teach concepts

Build student’s vocabulary through the use of purposeful and explicit learning

Build a respectful classroom that provides learners multiple opportunities to

learn

Read aloud from various genres to build a community of readers

The role of the learner is…..

Use strategies to understand his/her own learning and demonstrate a purpose

for reading

Actively participate and demonstrate learned skills

Create opportunities to expand learning across content areas

Be respectful and behave like a good reader by sharing and listening to others

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Instructional Setting

1st Grade

31

Guided Reading

Purpose: To support and encourage the development of strategies to process

increasingly challenging texts with fluency and understanding leading to independent reading. “…the greatest strength of guided reading is that it offers support for all the readers in our classrooms; the strongest and the weakest,

the motivated and the indifferent, the million-word kids and the thousand-word kids.”

Rog, Guiding Readers, 2012

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Monitor the learner and provide extended opportunities

Continually assess through the use of observations, running records, anecdotal notes, and other district supported assessments

Meet with small groups daily for approximately 10-15 minutes

Provide opportunities for the learning to problem solve in a group setting

Scaffold and model appropriate reading strategies

Form flexible groups based on continuous assessing

Establish solid routines for small groups and literacy work stations

Provide rich literacy work stations that includes previous learned skills

The role of the learner is…..

Use learned skills and demonstrate knowledge in reading and work stations

Apply and utilize strategies to his/her reading

Work independently in literacy work stations

Respond and actively engage to strategies and discussions

Model teacher’s procedures for learning tasks

Foster a love of reading

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Instructional Setting

1st Grade

32

Independent Reading

Purpose: To provide opportunities for students to apply reading strategies,

develop fluency, and build their confidence as readers, and to work on their own to improve their reading achievement.

The role of the teacher is…….

Support students in choosing texts

Create a community of literacy learners

Provide students opportunities for independent reading practice to facilitate the

fluency required for comprehension

Read and discuss a range of different genres

Create a climate that encourages students to engage in analytic evaluation and

reflective thinking

Monitor students’ choices of materials for independent reading

The role of the learner is…..

Use reading for various purposes

Read fluently and to enjoy reading

Practice reading strategies

Recognize and discuss elements of different genres

Make critical connections between texts

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Instructional Setting

1st Grade

33

Shared Writing

Purpose: To help students learn about the writing process through structured

conversations during the sharing session. The focus is on the content of the message. The content can be a daily message, response to literature, lists, and so forth. “Shared writing experiences make it possible to write challenging text

that no single child could write independently; they raise expectations for what’s possible.”

Routman, Writing Essentials, 2005

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate, model, and provide opportunities for grammar enrichment through shared writing.

Provide learner’s ideas and experiences to be recorded

Create written language through a variety of forms (poetry, fiction, non-fiction, etc.)

Compose messages through shared opportunities with learners

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Discuss and share personal experiences and ideas to be recorded

Use knowledge gained to apply in their own learning

Be respectful of other’s ideas

Apply own learning to other areas of reading and writing

Actively participate through helping to compose various forms of writing

Page 34: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

Instructional Setting

1st Grade

34

Interactive Writing

Purpose: To provide opportunities to plan and construct texts, models the

connection among and between sounds, letters, and words, increases spelling knowledge, produces written language resources in the classroom.

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate concepts and strategies of how words work

Share the pen with students to provide model instruction

Create written language through a variety of forms (poetry, fiction, non-fiction,

etc.)

Model and teach specific spelling knowledge

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

Introduce the writing process, provide opportunities for the learners to write

and apply sounds and words, and make connections using the shared pen technique

The role of the learner is…..

Discuss and engage in writing experiences with other learners and teacher

Use knowledge gained to apply in their own learning

Be respectful of other’s ideas

Apply own learning to other areas of reading and writing

Actively participate in sharing the pen

Understand how to build and break down the process in writing

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35

Instructional Setting

1st Grade

Independent Writing

Purpose: To encourage students to experiment, choose their own topics,

problem-solve, monitor, and explore the use of written language.

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate and conference with the learner over their generated writing

Create a rich classroom that fosters writing

Model daily writing

Share and express a love of writing by displaying learner’s work

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Utilize opportunities to write across content areas

Use knowledge gained to apply in their own learning

Create writing samples that exemplify the writing process

Apply own learning to other areas of reading and writing

Page 36: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

36

Instructional Setting

1st Grade

Writer’s Workshop

Purpose: To provide focused writing instruction to a small group of students in

order to lead them to independent writing. “Children engage in writing a variety of genres. Teacher guides the process and provides mini-lessons and conferences.”

Fountas & Pinnell, Guided Reading, 1996

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate the process of writing

Guide learners to develop their own voice in their writing

Create written language through a variety of forms (poetry, fiction, non-fiction, etc.)

Explicitly teach spelling and punctuation through the learner’s own writing

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Use resources in the classroom to write

Use knowledge gained to apply in their own learning

Demonstrate knowledge by writing in a variety of forms

Apply own learning to other areas of reading and writing

Page 37: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

37

Instructional Setting

2nd Grade

Word Knowledge, Phonics, Phonemic Awareness, Word Study

Purpose: To help students’ achieve the automatic word recognition necessary

for fluency and proficient comprehension. “The purpose of word study is twofold. First students develop a general knowledge of English spelling…Second, word study increases specific knowledge of words---the

spelling and meaning of individual words.” Bear; Invernizzi; Templeton; & Johnston. Words Their Way; Fourth Edition,

2008

The role of the teacher is…….

Assess phonemic awareness, phonics, and word knowledge using assessment

tools and resources

Provide explicit direct instruction on the use of phonics, phonemic awareness, and word knowledge

Model and teach concepts using Fountas and Pinnell Phonics System and other district supported resources

Monitor learners frequently through the use of running records and anecdotal notes

Design evidence-based lessons that reflect best practices

Incorporate reading and writing which reflects a balanced literacy approach

Use strategies continually throughout the day in all content areas

Facilitate and provide opportunities for learners to demonstrate their knowledge through oral and/or written tasks through the use of various

manipulatives

Introduce high frequency words so learners will apply it in their reading and

writing

The role of the learner is…..

Monitor, mirror, and practice learned skills during lessons

Use classroom resources to demonstrate knowledge of skills

Respond appropriately and actively engage in his/her own learning

Demonstrate a transfer of knowledge in other content areas

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38

Instructional Setting

2nd Grade

Interactive Read Alouds and Shared Reading

Purpose: To improve students’ listening skills, reading comprehension, and

attitudes toward reading, and to build vocabulary and background knowledge. Reading aloud also allows the teacher to model fluent oral reading. Texts rich in meaning or language and class favorites are read again and again and are

used as a base for other activities. “Brief discussion takes place before and after reading as well as at a few planned times during the reading.”

Fountas & Pinnell, Teaching for Comprehending and Fluency, 2006 To build upon children’s interests and to increase their enjoyment and appreciation of stories, poems, rhymes, and chants. “The scaffold of shared

reading,…, makes it possible for the teacher to choose challenging materials, above the independent reading level of the children.”

Routman, Reading Essentials, 2003

The role of the teacher is…….

Demonstrate and model appropriate strategies so learners may analyze, make inferences, and draw conclusions about specific text

Design evidence-based lessons that address the TEKS and components of the

balanced literacy framework

Use a variety of resources that provide rich and detailed learning experiences

Increase the student’s knowledge through active read alouds and share reading

Use clear and precise vocabulary to teach concepts

Build student’s vocabulary through the use of purposeful and explicit learning

Build a respectful classroom that provides learners multiple opportunities to

learn

Read aloud from various genres to build a community of readers

The role of the learner is…..

Use strategies to understand his/her own learning and demonstrate a purpose

for reading

Actively participate and demonstrate learned skills

Create opportunities to expand learning across content areas

Be respectful and behave like a good reader by sharing and listening to others

Page 39: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

39

Instructional Setting

2nd Grade

Guided Reading

Purpose: To support and encourage the development of strategies to process

increasingly challenging texts with fluency and understanding leading to independent reading. “…the greatest strength of guided reading is that it offers support for all the readers in our classrooms; the strongest and the weakest,

the motivated and the indifferent, the million-word kids and the thousand-word kids.”

Rog, Guiding Readers, 2012

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner based on their reading level

Monitor the learner and provide extended opportunities

Continually assess through the use of observations, running records, anecdotal

notes, and other district supported assessments

Meet with small groups daily for approximately 10-15 minutes

Provide opportunities for the learning to problem solve in a group setting

Scaffold and model appropriate reading strategies

Form flexible groups based on continuous assessing

Establish solid routines for small groups and literacy work stations

Provide rich literacy work stations that includes previous learned skills

The role of the learner is…..

Use learned skills and demonstrate knowledge in reading and work stations

Apply and utilize strategies to his/her reading

Respond and actively engage to strategies and discussions

Model teacher’s procedures for learning tasks

Foster a love of reading

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Instructional Setting

2nd Grade

40

Independent Reading

Purpose: To provide opportunities for students to apply reading strategies,

develop fluency, and build their confidence as readers, and to work on their own to improve their reading achievement.

The role of the teacher is…….

Support students in choosing texts

Create a community of literacy learners

Provide students opportunities for independent reading practice to facilitate the

fluency required for comprehension

Read and discuss a range of different genres

Create a climate that encourages students to engage in analytic evaluation and

reflective thinking

Monitor students’ choices of materials for independent reading

The role of the learner is…..

Use reading for various purposes

Read fluently and to enjoy reading

Practice reading strategies

Recognize and discuss elements of different genres

Make critical connections between texts

Page 41: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

Instructional Setting

2nd Grade

41

Shared Writing

Purpose: To help students learn about the writing process through structured

conversations during the sharing session. The focus is on the content of the message. The content can be a daily message, response to literature, lists, and so forth. “Shared writing experiences make it possible to write challenging text

that no single child could write independently; they raise expectations for what’s possible.”

Routman, Writing Essentials, 2005

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate, model, and provide opportunities for grammar enrichment through shared writing.

Scribe and provide learner’s ideas and experiences to be recorded

Create written language through a variety of forms (poetry, fiction, non-fiction, etc.)

Compose messages through shared opportunities with learners

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Discuss and share personal experiences and ideas to be recorded

Use knowledge gained to apply in their own learning

Be respectful of other’s ideas

Apply own learning to other areas of reading and writing

Actively participate through helping to compose various forms of writing

Page 42: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

Instructional Setting

2nd Grade

42

Interactive Writing

Purpose: To provide opportunities to plan and construct texts, models the

connection among and between sounds, letters, and words, increases spelling knowledge, produces written language resources in the classroom.

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate concepts and strategies of how words work

Share the pen with students to provide model instruction

Create written language through a variety of forms (poetry, fiction, non-fiction,

etc.)

Model and teach specific spelling knowledge

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

Introduce the writing process, provide opportunities for the learners to write

and apply sounds and words, and make connections using the shared pen technique

The role of the learner is…..

Discuss and engage in writing experiences with other learners and teacher

Use knowledge gained to apply in their own learning

Be respectful of other’s ideas

Apply own learning to other areas of reading and writing

Actively participate in sharing the pen

Understand how to build and break down the process in writing

Page 43: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

Instructional Setting

2nd Grade

43

Independent Writing

Purpose: To encourage students to experiment, choose their own topics,

problem-solve, monitor, and explore the use of written language.

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Provide time and opportunities for production of written text

Provide learner’s ideas and experiences to be recorded

Create a rich classroom that fosters writing

Model daily writing

Share and express a love of writing by displaying learner’s work

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Utilize opportunities to write across content areas

Use knowledge gained to apply in their own learning

Create writing samples that exemplify the writing process

Apply own learning to other areas of reading and writing

Write independently

Understand how to build and break down the process in writing

Page 44: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

Instructional Setting

2nd Grade

44

Writer’s Workshop

Purpose: To provide focused writing instruction to a small group of students in

order to lead them to independent writing. “Children engage in writing a variety of genres. Teacher guides the process and provides mini-lessons and conferences.”

Fountas & Pinnell, Guided Reading, 1996

The role of the teacher is…….

Design explicit and targeted lessons to guide the learner

Demonstrate the process of writing

Guide learners to develop their own voice in their writing

Create written language through a variety of forms (poetry, fiction, non-fiction, etc.)

Explicitly teach spelling and punctuation through the learner’s own writing

Monitor the learner’s progress and make adjustments when needed

Create resources that provide meaningful learning opportunities

The role of the learner is…..

Use resources in the classroom to write

Use knowledge gained to apply in their own learning

Demonstrate knowledge by writing in a variety of forms

Apply own learning to other areas of reading and writing

Write independently

Understand how to build and break down the process in writing

Page 45: Balanced Literacy Framework - Springtown ISD · The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities,

45

Instructional Setting

3rd Grade

Word Study

Purpose: To help students’ achieve the automatic word recognition necessary

for fluency and proficient comprehension. “The purpose of word study is twofold. First students develop a general knowledge of English spelling…Second, word study increases specific knowledge of words---the

spelling and meaning of individual words.” Bear; Invernizzi; Templeton; & Johnston. Words Their Way; Fourth Edition,

2008

The role of the teacher is…….

Provide learners with opportunities to manipulate words and parts of words

through meaningful and enjoyable activities and games

Use activities such as word walls, word sorts, and making words, to promote students’ word recognition, decoding, and spelling

Monitor learners’ progress consistently and to provide early intervention for those whose demonstrated weaknesses are limiting their progress and placing

them at risk of failing to learn to read,

Assess word knowledge using assessment tools and resources

The role of the learner is…..

Use knowledge of sounds and letters to decode, read and spell words

Use the spelling patterns of known words to decode, read and spell new words

Respond appropriately and actively engage in his/her own learning

Demonstrate a transfer of knowledge in other content areas

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46

Instructional Setting

3rd Grade

Interactive Read Alouds and Shared Reading

Purpose: To improve students’ listening skills, reading comprehension, and

attitudes toward reading, and to build vocabulary and background knowledge. Reading aloud also allows the teacher to model fluent oral reading. Texts rich in meaning or language and class favorites are read again and again and are

used as a base for other activities. “Brief discussion takes place before and after reading as well as at a few planned times during the reading.”

Fountas & Pinnell, Teaching for Comprehending and Fluency, 2006 To build upon children’s interests and to increase their enjoyment and appreciation of stories, poems, rhymes, and chants. “The scaffold of shared

reading,…, makes it possible for the teacher to choose challenging materials, above the independent reading level of the children.”

Routman, Reading Essentials, 2003

The role of the teacher is…….

Provide common text for students to read

Model reading strategies and skills

Read quality pieces of literature aloud

Prompt and ask questions through shared readings that invoke deep

understandings

Look for evidence that learners can think analytically about texts, noticing the writer’s craft and style

Engage learners in literacy-related play activities and language games

The role of the learner is……

Engage in reading activities through discussions and strategies

Learn to think deeply about the text, listen to others, grow their own ideas, and

read for purpose

Develop knowledge of text structure and use as a basis for writing and

vocabulary

Use descriptive language to explain and explore ideas in the literature that is

heard

Understand that print carries a message in literature

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47

Instructional Setting

3rd Grade

Guided Reading

Purpose: To support and encourage the development of strategies to process

increasingly challenging texts with fluency and understanding leading to independent reading. “…the greatest strength of guided reading is that it offers support for all the readers in our classrooms; the strongest and the weakest,

the motivated and the indifferent, the million-word kids and the thousand-word kids.”

Rog, Guiding Readers, 2012

The role of the teacher is…..

Utilize data from text-leveled assessments to form guided reading groups and meet to work on specific strategies

Assess student growth and progress

Assign oral and written responses and extensions

Support the development of learners’ vocabularies by selecting materials that expand their knowledge of words and promote language development

Model strategies and provide practice for identifying unknown words

Demonstrate and model strategies to use when comprehension breaks down

The role of the learner is…..

Read a variety of text, problem-solve for meaning using strategies in their own

reading

Read and retell familiar stories

Identify an increasing number of words by sight

Read orally with reasonable fluency

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48

Instructional Setting

3rd Grade

Independent Reading

Purpose: To provide opportunities for students to apply reading strategies,

develop fluency, and build their confidence as readers, and to work on their own to improve their reading achievement.

The role of the teacher is…….

Support students in choosing texts

Create a community of literacy learners

Provide students opportunities for independent reading practice to facilitate the

fluency required for comprehension

Read and discuss a range of different genres

Create a climate that encourages students to engage in analytic evaluation and

reflective thinking

Monitor students’ choices of materials for independent reading

The role of the learner is…..

Use reading for various purposes

Read fluently and to enjoy reading

Practice reading strategies

Recognize and discuss elements of different genres

Make critical connections between texts

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49

Instructional Setting

3rd Grade

Shared Writing

Purpose: To help students learn about the writing process through structured

conversations during the sharing session. The focus is on the content of the message. The content can be a daily message, response to literature, lists, and so forth. “Shared writing experiences make it possible to write challenging text

that no single child could write independently; they raise expectations for what’s possible.”

Routman, Writing Essentials, 2005

The role of the teacher is…..

Compose messages with learners and supports process as a scribe

Demonstrates how writing is developed, drawing attention to letters, words, sounds, and grammar

Plan text to help learners generate ideas for writing

Introduce the lesson/topic by modeling how to begin writing

Reinforce print conventions

The role of the learner is…..

Works with teacher and other learners to create stories and compose messages

Provide ideas for writing

Read and reread the composition with the teacher

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Instructional Setting

3rd Grade

50

Interactive Writing

Purpose: To provide opportunities to plan and construct texts, models the

connection among and between sounds, letters, and words, increases spelling knowledge, produces written language resources in the classroom.

The role of the teacher is…….

Introduce the lesson by modeling how to begin writing

Record learners’ ideas, reinforcing print conventions such as capitalization,

punctuation, and print directionality

Ask learners to participate in the writing at strategic points by asking

individuals to contribute a letter, word, or phrase

Make connections of unknown to known words

Compose messages with students through explicit direction and questioning

The role of the learner is…..

Provide writing ideas

Serve in an apprentice role

Engage actively in writing the composition, contributing known letters and words

Reinforce print conventions such as capitalization, punctuation, and print directionality

Read and reread compositions with the teacher

Confirm correct responses

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Instructional Setting

3rd Grade

51

Independent Writing

Purpose: To encourage students to experiment, choose their own topics,

problem-solve, monitor, and explore the use of written language.

The role of the teacher is…….

Provide structure and time for independent writing

Provide opportunities to use writing for different purposes across the curriculum

Respond to the content of the learners’ writing

Assist learners with the revision and editing process

Hold conferences with individual writers.

The role of the learner is…..

Write own pieces that include strategies learned

Write for their own purpose (e.g., to document what they have learned, express feelings)

Select the topic and content for writing

Use different writing genres

Revise and edit writing

Accept feedback from peers and the teacher

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Instructional Setting

3rd Grade

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Writer’s Workshop

Purpose: To provide focused writing instruction to a small group of students in

order to lead them to independent writing. “Children engage in writing a variety of genres. Teacher guides the process and provides mini-lessons and conferences.”

Fountas & Pinnell, Guided Reading, 1996

The role of the teacher is…….

Observe and assess learners’ writing

Meet with individuals or small groups who have similar needs

Prompt, coach, and guide learners through the writing process

Reinforce print conventions such as capitalization, punctuation, and print directionality

Respond as a reader

Ask opened-ended questions

Extend learners’ thinking in the process of composing

Aid learners in developing their voice

Foster writing independence

Accept and expect approximations of spellings

The role of the learner is…..

Make choices and decisions in their writing

Write for a variety of purposes and audiences

Write in a variety of genres

Respond to peers and to receive peer responses to writing

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Instructional Setting

4th Grade

Word Study

Purpose: To help students’ achieve the automatic word recognition necessary

for fluency and proficient comprehension. “The purpose of word study is twofold. First students develop a general knowledge of English spelling…Second, word study increases specific knowledge of words---the

spelling and meaning of individual words.” Bear; Invernizzi; Templeton; & Johnston. Words Their Way; Fourth Edition,

2008

The role of the teacher is…….

See that all learners develop phonemic awareness, to teach letters, sounds, and

spelling patterns and decoding in a systematic progression

Monitor learners’ progress consistently and to provide early intervention for

learners whose demonstrated weaknesses are limiting their progress and placing them at risk of failing to read

Provide opportunities for learners to use phonetic spelling as conventional

spelling develops

Provide opportunities for learners to read easy and familiar books, and

decodable texts to facilitate the fluency required for comprehension

Use activities such as word walls, word sorts, and making words, to promote students’ word recognition, decoding, and spelling

The role of the learner is…..

Use knowledge of sounds and letters to decode, read and spell words

Use the spelling patterns of known words to decode, read and spell new words

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Instructional Setting

4th Grade

Interactive Read Alouds and Shared Reading

Purpose: To improve students’ listening skills, reading comprehension, and

attitudes toward reading, and to build vocabulary and background knowledge. Reading aloud also allows the teacher to model fluent oral reading. Texts rich in meaning or language and class favorites are read again and again and are

used as a base for other activities. “Brief discussion takes place before and after reading as well as at a few planned times during the reading.”

Fountas & Pinnell, Teaching for Comprehending and Fluency, 2006 To build upon children’s interests and to increase their enjoyment and appreciation of stories, poems, rhymes, and chants. “The scaffold of shared

reading,…, makes it possible for the teacher to choose challenging materials, above the independent reading level of the children.”

Routman, Reading Essentials, 2003

The role of the teacher is…….

Read a variety of genres aloud to learners

Ask explicit questions during the readings that prompt discussions

Increase learners’ vocabulary and encourage them to think deeply about the text

Explicitly model reading strategies and skills through a shared text

Establish a literacy-rich environment

Share age-appropriate texts with learners to model appropriate reading behavior

Engage learners in thinking within, beyond, and about a text (during and after reading)

Look for evidence that learners can think analytically about texts, noticing the writer’s craft and style

The role of the learner is…..

Actively listen to text and behave like a reader

Participate in answering questions and think deeply about the text

Shares responsibility of reading with teacher

Understand that print carries a message in literature

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Instructional Setting

4th Grade

Guided Reading

Purpose: To support and encourage the development of strategies to process

increasingly challenging texts with fluency and understanding leading to independent reading. “…the greatest strength of guided reading is that it offers support for all the readers in our classrooms; the strongest and the weakest,

the motivated and the indifferent, the million-word kids and the thousand-word kids.”

Rog, Guiding Readers, 2012

The role of the teacher is…..

Meet with small groups to focus on a specific skill or strategy

Provide opportunities to read a variety of texts based on learners’ reading levels

Assess regularly with oral and written responses

Provide feedback on learners’ reading

Model strategies and provide practice for identifying unknown words

Support the development of learners’ vocabularies by selecting materials that expand their knowledge of words and promote language development

The role of the learner is…..

Reads teacher selected texts on his reading level

Uses learned strategies and problem solves

Completes written responses

Use a variety of reading strategies to read new words

Use comprehension strategies (e.g., rereading, predicting, questioning, contextualizing)

Read orally with reasonable fluency

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Instructional Setting

4th Grade

Independent Reading

Purpose: To provide opportunities for students to apply reading strategies,

develop fluency, and build their confidence as readers, and to work on their own to improve their reading achievement.

The role of the teacher is…….

Support students in choosing texts

Create a community of literacy learners

Provide opportunities to apply reading strategies and practice to facilitate the

fluency required for comprehension

Read and discuss a range of different genres

Create a climate that encourages students to engage in analytic evaluation,

reflective thinking, and build confidence

Monitor students’ choices of materials for independent reading

Challenge readers to work on their own

The role of the learner is…..

Use reading for various purposes

Read independently with meaning and automaticity

Practice reading strategies and respond to text in meaningful ways through writing, discussions or sketching in journals

Recognize and discuss elements of different genres

Make critical connections between texts

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Instructional Setting

4th Grade

Shared Writing

Purpose: To help students learn about the writing process through structured

conversations during the sharing session. The focus is on the content of the message. The content can be a daily message, response to literature, lists, and so forth. “Shared writing experiences make it possible to write challenging text

that no single child could write independently; they raise expectations for what’s possible.”

Routman, Writing Essentials, 2005

The role of the teacher is…..

Demonstrates and models how the writing process works through explicit lessons

Teaches anchor lessons as written language resources for the classroom

Pairs appropriate writing lessons with literature

Introduce the lesson/topic by modeling how to begin writing

Plan text and to help learners generate ideas for writing

Record learners’ ideas

Compose text with learners

Reinforce print conventions (print directionality, capitalization, punctuation, conventional grammar)

Utilize composed text as a model, example, or reference for learner writing and discussion

The role of the learner is…..

Actively participate in lessons

Share ideas

Apply learned concepts into writing

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Instructional Setting

4th Grade

Interactive Writing

Purpose: To provide opportunities to plan and construct texts, models the

connection among and between sounds, letters, and words, increases spelling knowledge, produces written language resources in the classroom.

The role of the teacher is…….

Facilitate the composition of messages and stories through whole group and/or small group settings

Introduce the lesson by modeling how to begin writing

Plan the text and to help learners generate ideas for writing

Record learners’ ideas, reinforcing print conventions such as capitalization,

punctuation, and print directionality

Make connections of unknown to known words

Ask learners to participate in the writing at strategic points by asking individuals to contribute a letter, word, or phrase

Move learners to independence by not doing what they can do for themselves

The role of the learner is…..

Actively participate in composition of messages and stories

Provide writing ideas

Engage actively in writing the composition, contributing known letters and words

Reinforce print conventions such as capitalization, punctuation, and print

directionality

Provide writing ideas

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Instructional Setting

4th Grade

Independent Writing

Purpose: To encourage students to experiment, choose their own topics,

problem-solve, monitor, and explore the use of written language.

The role of the teacher is…….

Conference with individual learners

Monitor learners going through the writing process and intervene when needed

Create opportunities for learners to engage in authentic, purposeful writing

The role of the learner is…..

Write independently

Apply concepts taught in mini lessons

Use different writing genres

Revise and edit writing

Accept feedback from peers and the teacher

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Instructional Setting

4th Grade

60

Writer’s Workshop

Purpose: To provide focused writing instruction to a small group of students in

order to lead them to independent writing. “Children engage in writing a variety of genres. Teacher guides the process and provides mini-lessons and conferences.”

Fountas & Pinnell, Guided Reading, 1996

The role of the teacher is…….

Observe and assess learners’ writing

Meet with individuals or small groups who have similar needs

Prompt, coach, and guide learners through the writing process

Reinforce print conventions such as capitalization, punctuation, and print directionality

Respond as a reader

Ask opened-ended questions

Extend learners’ thinking in the process of composing

Aid learners in developing their voice

Foster writing independence

Accept and expect approximations of spellings

The role of the learner is…..

Make choices and decisions in their writing

Write for a variety of purposes and audiences

Write in a variety of genres

Respond to peers and to receive peer responses to writing

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