balanced literacy framework - springtown isd · the balanced literacy approach is characterized by...
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Springtown ISD
Balanced Literacy
Framework
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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.
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
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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
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
Shared Writing
Grades K-4
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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
Instructional Setting
Kindergarten
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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
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
Instructional Setting
Kindergarten
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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
Instructional Setting
Kindergarten
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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
Instructional Setting
Kindergarten
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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
Instructional Setting
Kindergarten
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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
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
Instructional Setting
Kindergarten
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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…….
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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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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Instructional Setting
3rd Grade
52
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
53
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
54
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
55
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
56
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
57
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
58
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
Instructional Setting
4th 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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