g uided r eaders and w riters chapter 2 achieving the literacy with a three-block framework :...
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GUIDED READERS AND WRITERS
Chapter 2Achieving the Literacy
with a Three-Block Framework : Language
& Word Study, Reading, and Writing
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ESSENTIAL ELEMENTS OF THE FRAMEWORK THAT REMAIN CONSTANT
1) Language2) Literacy3) Literature4) Content
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WHY USE A FRAMEWORK?
A Common Language and Vision
Focus on a common set of practices
Brings coherenceMakes planning with colleagues
easier
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WHY USE A FRAMEWORK?
Efficient Allocation of Instructional Time
Structured framework makes management easier
30-60 min. for language and word study
Hour for readingHour for writing
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WHY USE A FRAMEWORK?
Routines for Independent Learning
With a predictable structure, learn to be more independent
Making ConnectionsReading can contribute to writing
and word studyContent areas and literature are
integrated
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BLOCK 1: LANGUAGE AND WORD STUDY
Shared Language/LiteracyBegins with community meetingBrief – expands language and/or
literacy skillsEx: ask students, in groups of 3,
to talk about a topic for 3 min. Then as class, share key ideas that surfaced
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BLOCK 1: LANGUAGE AND WORD STUDY
Interactive edit: brief (5 min) focusing on conventions
Handwriting: once a week – focus on letter formation (5 min)
Word Study: focus on spelling, phonicsModeled/Shared Reading/Writing:
expands understandingInteractive Read-Aloud: teacher reads,
asks questions, students listen
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BLOCK 2: READING WORKSHOP
Independent Reading Students read individuallyUsually select on texts Hold one on one conferencesGuided Reading Small homogenous group read same
textLiterature Study Small heterogeneous group interested
in same things
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BLOCK 2: READING WORKSHOP
Teacher RolesIndependent Reading - mini-
lessons, conferencesGuided Reading – introduce text,
observe, listen, engageLiterature Study – present book
talks
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BLOCK 2: READING WORKSHOP
Student RolesIndependent Reading – select on
text, use time efficientlyGuided Reading – actively apply
new skillsLiterature Study- prepare for
discussion, organize thoughts
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BLOCK 3: WRITING WORKSHOP
Independent Writing Teacher – mini-lesson, conference Student – writes independentlyGuided Writing Teacher/Student – small groups meet
to work on certain aspects of writingInvestigations Teacher – provides guidelines,
structure, and timeline Student – explore topics in depth
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ORAL, VISUAL, AND TECHNOLOGICAL COMMUNICATION
Oral language foundation of reading and writing
developmentNot just talk – involves new
challenging learning experiencesLearning New LanguageLearned through conversation,
experience, text
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CONNECTING ORAL, VISUAL, AND TECHNOLOGICAL, AND WRITTEN
COMMUNICATION
ConversationWhen student investigate, they
engage in conversations with others
Learning conversation skillsPresentationStudents use oral language and
visual communication tools
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CONNECTING ORAL, VISUAL, AND TECHNOLOGICAL, AND WRITTEN
COMMUNICATION
Performance/Drama Improvised or informal Explore, learn about life, empathize
with othersVisual Representation Integral part of communication Draw, sketch, or print to share
response to text Play important part in inquiry
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CONCLUSION
Purpose of framework:Makes teaching more powerfulEasier to planOrganize time more effectively