BALANCED LITERACY REFERENCE GUIDE

Transcription

1 BALANCED LITERACY REFERENCE GUIDE METROPOLITAN NASHVILLE PUBLIC SCHOOLS ELEMENTARY SCHOOL READING REVISED 2012

2 TABLE OF CONTENTS TOPIC PAGE Balanced Literacy An Overview...3 Balanced Literacy Framework...4 Teaching and Learning Cycle...5 Five Elements of Effective Reading Instruction...6 Setting up a Balanced Literacy Classroom...7 Using the Basal Reading Series...10 MNPS Text Level Correlation Chart...11 Suggested Room Arrangement...12 Teacher Self-Reflection Worksheet...13 Reading Interactive Read Aloud...16 Shared/Performance Reading...17 Guided Reading...18 Independent Reading...19 Word Study...20 Comprehension Strategies...21 Writing Modeled Writing...23 Shared Writing...24 Interactive Writing...25 Guided Writing...26 Independent Writing...27 Assessment in a Balanced Literacy Classroom...28 Glossary of Literacy Terms...31 Bibliography...39 Date Updated & Published Revision History Review Date Last Reviewed February 2012 February 2012 Annually February 2012 March 2011 May 2012 January 2009 June 2007 June

3 BALANCED LITERACY AN OVERVIEW The Essential Reading Life -- If we want our students to be excited about literacy, they need teachers who love coming to work, who are literacy learners themselves, who find ways to make curriculum relevant to children s lives, and who can put high-stakes testing in perspective. Routman, Reading Essentials, 2003 Balanced literacy instruction respects and addresses the needs of all learners, views teachers as informed decision-makers, is flexible, and is research-based. A balanced literacy approach to instruction provides students with daily opportunities to engage in various reading and writing activities to help them communicate more effectively. In a balanced literacy framework, students participate in read alouds, shared reading, guided reading, independent reading and word study. In addition, they engage in modeled writing, shared writing, interactive writing, guided writing, and independent writing. During balanced literacy instruction, there is a gradual release of responsibility over time as the student becomes more independent. The role of the teacher is to model, guide, and coach before students are asked to work independently. The role of the administrator is to be informed, guide instruction and implementation, and support teachers in obtaining necessary resources. Finally, the balanced literacy framework provides teachers with the foundation for integrating instruction that will support the goals for the common core state standards. To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. Common Core State Standards Document (2012): 3

4 Balanced Literacy Framework Reading Writing I Do We Do You Do Read Aloud Shared Reading Guided Reading Modeled/Shared Writing Interactive Writing Guided Writing I Do We Do You Do Independent Reading Independent Writing Word Study 4

5 Teaching and Learning Cycle TEACHING Modeling and providing guided and independent practice opportunities ASSESSMENT Gathering information about a student s performance PLANNING Planning appropriate instruction and gathering materials based on student needs EVALUATION Analyzing the assessment data to inform instructional needs 5

6 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. 6

7 SETTING UP A BALANCED LITERACY CLASSROOM Definition: Purpose: The teacher designs a classroom environment that offers opportunities and space for whole-class, smallgroup, and independent work. The classroom environment supports students at their instructional level, includes activities that allow them to take risks, and provides time for the teacher to observe and encourage students during learning. To promote student engagement in literacy activities involving meaningful reading and writing. The Role of the Teacher is: to set up a classroom environment that provides space for whole-class instruction, areas for small-group work, and quiet areas for independent work; to use flexible, fluid grouping; to offer a classroom environment that offers students a variety of print resources, including leveled books, big books, writing journals, charts of poems and rhymes, word walls, sound cards and collections of students work; and to establish literacy centers or work stations that offer students a variety of differentiated and open-ended tasks. The Role of the Student is: to participate actively in guided reading groups as well as in a variety of reading and writing activities including shared reading, paired reading, literature circles, and independent reading; and to complete open-ended tasks in classroom literacy centers or work stations. The Administrator Will See: classroom environments that offer students time for paired reading, independent reading and writing, guided reading and writing, and shared reading and writing; a variety of literacy centers that are differentiated and provide students with open-ended tasks related to the learning; well-defined areas for whole-class, small-group, and independent work; the use of flexible grouping; numerous displays of print resources and student work; a system for managing student movement; and classroom libraries that contain a variety of literary genres (including fiction, nonfiction, poetry, and plays), big books, and leveled books. The Role of Parents/Families is: to be informed about their children s classroom environment and how this environment supports student growth throughout the school year; to support teachers in establishing a strong classroom environment by encouraging their children to participate fully in class activities; to read to their children and listen to their children practice reading at home; to offer simple resources when requested by the teacher; and when possible, to volunteer in the classroom. 7

8 SETTING UP A BALANCED LITERACY CLASSROOM (CONTINUED) The most lavishly appointed classroom may turn into shambles if routines for using it have not been established. New Zealand Department of Education The effectiveness of instruction depends on developing, in the classroom, a community of readers, writers, and learners. The following pages provide possible learning centers and three examples of how a teacher might organize learning centers in a balanced literacy classroom. MANAGEMENT SYSTEMS HOW THEY WORK Literacy Center Organization Chart A literacy center organization chart outlines how heterogeneous groups of students move during learning center time. As groups of students move through the centers, the teacher provides explicit instruction within a guided reading or writing homogenous group. Group Management Menus of Ideas As the teacher pulls small groups of students for guided reading or guided writing, half of the remaining students remain at their desks/tables working on independent, meaningful, productive literacy activities and half go to differentiated and meaningful literacy centers which are related to the instruction taking place in the classroom. The teacher provides students with a menu of literacy activities from which to choose. Theses activities may include independent reading, response journals, writing folders, writers notebooks, art responses, technology activities related to their reading needs, or an open-ended literacy task. LITERACY CENTERS WHAT THEY LOOK LIKE A physical area (or station) designated for specific learning purposes. It is designed to provide appropriate materials to help students work independently or collaboratively (with partners or in small groups) to meet literacy goals. A literacy center can be portable, temporary or permanent. The integration of literacy centers can support improvement in reading comprehension, language, social, and writing development. Literacy centers facilitate problem-solving because students are able to explore, invent, discover, and create alone or with others at centers. Reading the Room Book Boxes (Browsing Boxes) Students use pointers to read material posted on the classroom walls. Book/browsing boxes are where "familiar texts" are placed after guided reading. These familiar books are stored in crates, on shelves, baskets, etc. according to reading levels. This activity gives children the opportunity to practice using reading strategies on easy, familiar text and to build fluency through rereading. For younger students, browsing boxes may house a word ring (containing classmate names and pictures as well as star words and color and number words). 8

9 SETTING UP A BALANCED LITERACY CLASSROOM (CONTINUED) Writing Center Alphabet Center Overhead/LCD Projector Computer Center Reading Center Project or Theme Center The teacher provides a varied, large supply of pencils, colored pens, erasers, staplers, tape, sticky notes, interesting stationery, envelopes, dictionaries, thesauruses and other reference materials. The teacher may also establish a message board or post office where students leave messages, they have written for others to read. Magnetic letters, alphabet books, white boards, and lists of students names or spelling words can be placed in the center. Students can sort and match sound cards, magnetic letters, make words, or trace alphabet books to improved their letter knowledge, phonemic awareness, phonics, and spelling. Students can be taught how to use the overhead/lcd projector to reread familiar poems, rhymes, and stories that have been written on transparencies. Students can use this center to practice their handwriting and to write their own stories on blank transparencies. Students use computers to write stories, write reports, practice spelling words, do research, or to use learning games that support their development as readers and writers. Contains leveled books on students independent levels for independent reading and possible props to retell or act out stories. Books are categorized by topic, author, and/or genre. Depending on grade level, books that are part of a series, award winners, collections of short stories, journals, magazines and newspapers may also be included. A richly varied classroom collection will enable students not only to expand their reading abilities but also expand their world. Activities allow students to explore self-selected research, science, or social studies projects. This center should include resources related to themes the class is studying. Resources: Fountas & Pinnell; Guided Reading: Good First Teaching for All Children, 1996 Fountas & Pinnell; Matching Books to Readers: Using Leveled Books in Guided Reading, K-3, 1999 Fountas & Pinnell; Guiding Readers and Writers Grades 3-6,

10 Using the Basal Reading Series Within a Balanced Literacy Framework Read Alouds o Trade books o Theme Biographies Shared Reading o Big books o Student anthology o Charts o Trade books Guided Reading o Leveled Readers (based on the student s instructional level, classroom libraries are only leveled within your grade level. Example: The second grade library is leveled E-P, MNPS 8-32) Independent Reading o Big books o Student anthology o Charts o Trade books o Leveled readers in browsing boxes Writing (Shared Modeled, Guided/Independent) o Use the above mentioned resources in mini-lessons for writer s craft and literature responses o Teacher s guide for mini-lessons in management, craft, and conventions during writer s workshop Word Study o Teacher s guide for ideas and activities to use within individualized instruction Note: Teacher s guide may provide ideas for modeling and demonstrating strategy and skill instruction during reader s workshop, shared reading, and interactive think alouds as well as ideas for literacy centers and cross curricular content area reading. 10

11 Grade Level K 1 st MNPS MNPS Text Level Correlation Chart Reading Recovery/ Rigby Fountas & Pinnell Guided Reading 1 1 A 2 2 B 3 3 C D E F G H 3 RD I J K 21 L 2 ND M 26 Rigby Rigby Rigby 25 N 34 Rigby 26 O/P/Q 36 Rigby 27 Q/R 4 TH 40 Rigby 28 Q/R 42 Rigby 29 S/T 44 Rigby 30 5 TH U/V Stage Emergent Early Transitional/ Early Fluent Self-Extending/Fluent Lexile Band Beginning Reader * Stretch Lexile Band (Common Core) N/A 450L 790L 770L 980L *Stretch Band - The Common Core Standards advocate a staircase of increasing text complexity, beginning in grade 2, so that students can develop their reading skills and apply them to more difficult texts. At the lowest grade in each band, students focus on reading texts within that text complexity band. In the subsequent grade or grades within a band, students must stretch to read a certain proportion of texts from the next higher text complexity band. This pattern repeats itself throughout the grades so that students can both build on earlier literacy gains and challenge themselves with texts at a higher complexity level. Lexile ranges on left help to determine what text is appropriate for each grade band and what should be considered stretch text. Revised 8/2011 Students should enter the year on the preceding year s benchmark. Mid-year benchmarks are indicated by bold italics. End of year benchmarks are indicated with shading. 11

12 Suggested Room Arrangement For An Elementary Balanced Literacy Classroom Working Word Wall Sink Bulletin Board Bulletin Board Center Table Collaborative Learning Door Center Storage Computer Center Teacher s Desk LCD Projector Rug Area Whole Group Instruction Read Alouds Shared Reading Key Features Small group instruction area Differentiated literacy centers or work stations Large group instruction area Print rich environment (e.g., active word walls, classroom library, big books, Collaborative groups leveled readers, collections of student work) Literature Circles Bookcase Writing Supplies File Cabinet Bookshelves Window Bookshelves 12

13 SELF-REFLECTION WORKSHEET FOR MY BALANCED LITERACY CLASSROOM Interactive Read Aloud The teacher reads a picture book, short story, or novel (fiction and nonfiction) to class. Occurs every day. What should I be doing? What should I see my students doing? Reading with enthusiasm and expression. Students are attentive and engaged. Selecting books for a purpose. Students respond to the text (orally and/or written). Modeling strategies/thinking aloud. Shared/Performance Reading The teacher and students read together from a shared text. The text might be a big book (primary), a poem (chart or transparency), basal reader, short story or novel. The text should be on or slightly above grade level. What should I be doing? What should I see my students doing? Encouraging students to talk about reading experiences. Students read along in unison with others, in parts, or solo. Reading interesting and concept-rich materials. Students respond to the text (orally and/or written). Providing opportunities to learn about the reading process. Modeling strategies/thinking aloud. Guided Reading (Grades K-4) The teacher works with a small group of students (4 to 6) who are reading at about the same level and have similar instructional needs. The students have individual copies of the text and independently read softly or silently (NOT ROUND ROBIN) while the teacher observes, assesses, coaches, prompts, and instructs. The text should be at an instructional level (90 94% accuracy). What should I be doing? What should I see my students doing? Working with a small group (4 to 6) students. Students read independently. Utilizing assessments to make instructional decisions. Students use strategies to solve any problems in text. Providing 1 or 2 teaching points for text. Students respond to the text (orally and/or written). Modeling strategies/thinking aloud. Remainder of class works independently on purposeful Circulating among the group; working with individuals. literacy activities or in literacy centers or literature circles. Literature Circles (Grades 3-4) Literature study is focused examination of text. It involves reading, thinking about works of literature and collaborating with others to reflect on, analyze, and critique literature. The purpose is to foster critical thinking, build students knowledge of authors and illustrators, and make students aware of the value of their personal responses to what they read. Students read the same texts/books and meet to discuss and respond together. Response is also given in writing. What should I be doing? What should I see my students doing? Forming small homogenous groups. Selecting texts for group to read. Sometimes selecting text for groups to read. Students with assigned roles following role duties. Facilitating discussions. Meeting several times to discuss text. Asking students to select books they might like for Reading and referring to sections of text to support a group read. discussion and assigned work. Assigning purposeful reading and writing tasks to groups. A basic sequence of literature study (now and in later grades) self-select, form group, make schedule, read-think-note, discuss, response or project. Modeled Writing The teacher demonstrates the act of writing by thinking aloud as he/she composes text in front of students. What should I be doing? What should I see my students doing? Using explicit language/terminology to model critical Students listen and watch writing process concepts. Students use strategies that have been modeled. Thinking aloud about actions and choices in writing. Using modeled writing as a mini-lesson to introduce new writing skills/genres. Demonstrating importance of composing a meaningful, 13

14 coherent message for a particular audience/specific purpose. Demonstrating correct use of print conventions (capitalization, punctuation, print directionality, grammar conventions). Demonstrating spelling strategies and connecting to word study. Showing how to use graphic organizers. Modeling writing using a prompt. Shared Writing An activity either whole-class or small-group in which the teacher and students share the composing process. What should I be doing? What should I see my students doing? Introducing lesson/topic by modeling how to begin writing. Students provide ideas for writing. Planning text and helping students generate ideas for writing. Students read and reread composition with teacher. Recording students ideas. Reinforcing print conventions capitalization, punctuation, print directionally, and grammar conventions. Circulating among the group; working with individuals. Interactive Writing Teaching context in which teacher and students cooperatively plan, compose, and write a group text; both teacher and students act as scribes (in turn). What should I be doing? What should I see my students doing? Introducing lesson by modeling how to begin writing, Students providing writing ideas. Planning text and helping students generate ideas for writing. Students serving in an apprentice role. Recording students ideas, reinforcing print and grammar Students engaging in writing the composition, conventions. contributing letters, words, phrases, and sentences. Making connections between unknown to known words. Students reading and rereading compositions with the Asking students to participate in the writing at strategic points teacher to clarify and confirm correct responses. by asking individuals to write known letters, words, or phrases. Moving students to independence by not doing what they can do for themselves. Guided Writing Focused writing instruction to a small group of students in order to lead them to independent writing. Students engage in writing a variety of genres. Teacher guides the process and provides minilessons and conferences. (Not a parallel to guided reading.) What should I be doing? What should I see my students doing? Meeting with individuals/small groups with similar needs. Students making choices and decisions, Observing and assessing students writing. Students writing for a variety of purposes and Prompting, coaching, and guiding students through the audiences. writing process. Students responding to peers and receiving peer Responding as a reader. feedback to writing. Asking opened-ended questions. Extending students thinking in the process of composing. Aiding students in developing their voice. Fostering writing independence. Independent Writing Teacher/students choose a particular form or genre and students utilize the skills to become lifelong writers. What should I be doing? What should I see my students doing? Creating opportunities for students to engage in authentic, Students writing for their own purpose. purposeful writing. Students selecting the topic and content for writing. Responding to the content of the students writing. Students using different writing genres. Assisting students with the revision and editing process. Students revising and editing writing. Holding conferences with individual writers. Students accepting feedback from peers and the teacher. 14

15 Word Study Instruction used by the teacher to introduce, teach, and provide students with opportunities to practice using their knowledge of phonemic awareness, letter recognition, letter-sound relationships, phonics, spelling patterns, and vocabulary. What should I be doing? What should I see my students doing? Teaching phonemic awareness, letters, sounds, Using knowledge of sounds and letters to decode, spelling patterns and decoding in a systematic progression. read and spell words. Providing opportunities for students to explore words through Using the spelling patterns of known words to decode, sorts, word walls, making words, and other activities. read and spell new words. Utilizing assessment data to differentiate word study Completing word sorts and other activities to practice instruction (Grades 2-4). word recognition, decoding, and spelling. 15

16 INTERACTIVE READ ALOUD Definition: Purpose: The teacher daily reads aloud materials that are at students listening level but above their reading level. The students are actively engaged in thinking and talking about the text. The teacher reads aloud to the whole class or small groups. A carefully selected body of children s literature is used; the collection contains a variety of genres and represents our diverse society. Favorite texts, selected for special features, are reread many times. Fountas & Pinnell, Guided Reading, 1996 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 The Role of the Teacher is: to establish a literacy-rich environment, to share age-appropriate texts with students and to model appropriate reading behavior, to reread favorite books, to read a variety of genre and other materials (including magazines and newspapers), to include books and other materials that students can read on their own to engage students in thinking within, beyond, and about a text (during and after reading), to look for evidence that students can notice and incorporate new information into their own understands, to notice if students can make inferences based on the available information, to look for evidence that students can think analytically about texts, noticing the writer s craft and style, and to engage students in literacy-related play activities and language games. The Role of the Student is: to enjoy listening to and discussing literature read aloud, to retell simple narrative stories, to use descriptive language to explain and explore ideas in the literature they hear, to engage in routines like turn and talk to facilitate skill in small group discussion, and to understand that print carries the message in literature. The Administrator Will See: the teacher enthusiastically reading literature to students everyday, the teacher is a happy and effective reading model, the teacher is respectful of all students cultures and backgrounds, and students who are engaged in listening and discussing literature being read aloud. The Role of Parents/Families is: to visit libraries and bookstores frequently, and to read and reread stories to and with their children. Resource: Fountas & Pinnell, Guided Reading, 1996 Fountas & Pinnell; Teaching for Comprehending and Fluency, 2006 Fountas & Pinnell, The Continuum of Literacy Learning, 2011 Routman, Reading Essentials,

17 SHARED/PERFORMANCE READING Definition: When the teacher and students read together in unison from a shared text (big book, enlarged text on chart or screen, individual books). The teacher leads the group, pointing to words or phrases. Reading is usually in unison, although there are adaptations, such as groups may read alternating lines or individuals reading some lines. Fountas & Pinnell, The Continuum of Literacy Learning, 2011 Purpose: 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: to provide students with shared text (big book, enlarged text, individual books) that meets instructional needs, to encourage students to talk about reading experiences, to read interesting and concept-rich materials with the students, to help students build vocabulary, to provide many opportunities for students to explore and apply concepts being learned, to look for evidence that students can think analytically about texts, and to provide many opportunities for students to participate in the reading of the selected text (choral, groups, individuals). The Role of the Student is: to understand concepts of print such as the left-to-right and top-to-bottom progression of text, to participate in the reading in some way (choral, group, individual), to make predictions about the reading, to match spoken words or phrases with written ones, to explore and identify concepts being learned, and to demonstrate understanding of text meaning. The Administrator Will See: teacher engaging students in learning how to read, teacher noticing and commenting on what students are able to do and are doing well, students understanding that print carries a message, students understanding that print is read left-to-right and top-to-bottom, students participating in the reading in various ways, students making attempts to read on their own, students making predictions, students beginning to match spoken words and phrases with written ones, and students demonstrating comprehension. Resource: Cunningham & Allington, Classrooms That Work: They Can all Read and Write, 1999 Fountas & Pinnell, Teaching for Comprehending and Fluency, 2006 Fountas & Pinnell, The Continuum of Literacy Learning, 2011 Routman, Reading Essentials,

18 GUIDED READING Definition: Purpose: Based on assessment, the teacher works with a small group of students (no more than 6 is ideal) who are reading at about the same instructional level and have similar needs. The students have individual copies of the text (leveled readers) and independently read orally or silently the entire selection as the teacher observes, coaches, prompts, and evaluates their performance. This is not round robin reading. Students do not take turns reading a page orally as other students listen. 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: to utilize data from text-leveled assessments to form guided reading groups (4-6 students), to provide opportunities for students to read at their instructional level, to select appropriate text for students to read and discuss in a range of genres, to support the development of students vocabularies by selecting materials that expand their knowledge of words and promote language development, to guide interactions with individual students, to make specific teaching points before and after reading of text, to model strategies and provide practice for identifying unknown words, to demonstrate and model strategies to use when comprehension breaks down, and to observe reading behaviors and provide prompts as needed. The Role of the Students is: to read and retell familiar stories, to read orally with reasonable fluency, to identify an increasing number of words by sight, to use a variety of reading strategies to read new words, to use comprehension strategies (e.g., rereading, predicting, questioning, contextualizing). The Administrator Will See: teacher setting high expectations for all students, teacher providing regular opportunities for students to share and collaborate, teacher asking questions that promote higher level thinking, teacher evaluating student reading behaviors, students reading new words by using a variety of reading strategies, and students demonstrating comprehension. The Role of Parents/Families is: to talk about their favorite books, to read to their children and encourage them to read to family, to encourage children to share what they are learning about reading, and to become involved in school activities. Resource: Fountas & Pinnell, Guided Reading: Good First Teaching for all Children, 1996 Fountas & Pinnell, The Continuum of Literacy Learning,

19 INDEPENDENT READING Definition: Purpose: Students read individually or in pairs from a variety of materials. Some independent reading is from a collection of materials at the student s reading level. Primarily, the learners are using what they have already learned and practiced to problem solve successfully on their own. Routman, Reading Essentials, 2003 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: to match texts to students abilities, to support students in choosing texts, to create a community of literacy learners, to provide students opportunities for independent reading practice to facilitate the fluency required for comprehension, to read and discuss a range of different genres, to create a climate that encourages students to engage in analytic evaluation and reflective thinking, and to monitor students choices of materials for independent reading. The Role of the Student is: to use reading for various purposes, to read fluently and to enjoy reading, to practice reading strategies, to recognize and discuss elements of different genres, and to make critical connections between texts. The Administrator Will See: a print-rich environment with ample classroom library or book collection with texts that are appropriate levels for students to read independently, teacher providing time daily for students to read self-selected books, teacher encouraging students to solve their own problems and to take ownership of their own learning, teacher letting students know how they will be evaluated. students reading independently with fluency and accuracy, students reading for different purposes. The Role of Parents/Families is: to build their children s love of literature in all of its forms, to visit libraries and bookstores regularly, to discuss with the teacher what their children can do in reading, during family-teacher conferences, to engage their children in activities that require reading for many purposes, and to support with reading materials their children s interests or hobbies. Resource: Fountas & Pinnell, Matching Books to Readers: Using Leveled Books in Guided Reading, K-3, 1999 Routman, Reading Essentials,

20 WORD STUDY Definition: Purpose: Instruction used by the teacher to introduce, teach, and provide students with opportunities to practice using their knowledge of phonemic awareness, letter recognition, letter-sound relationships, phonics, spelling patterns, and vocabulary. Such information enables the teachers to design instructional experiences that build systematically on what students know. Ganske, Word Journeys, 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: to see that all students develop phonemic awareness, to teach letters, sounds, and spelling patterns and decoding in a systematic progression, to monitor students progress consistently and to provide early intervention for students whose demonstrated weaknesses are limiting their progress and placing them at risk of failing to learn to read, to provide opportunities for students to use phonetic spelling as conventional spelling develops, to provide opportunities for students to read easy and familiar books, and decodable texts to facilitate the fluency required for comprehension, and to use activities such as word walls, word sorts, and making words, to promote students word recognition, decoding, and spelling. The Role of the Student is: to use knowledge of sounds and letters to decode, read and spell words, and to use the spelling patterns of known words to decode, read and spell new words. The Administrator Will See: whole-group or small-group explicit instruction in working with letters and words, students using the word wall, evidence of word banks or student dictionaries, students writing daily at their developmental level, and students completing word sorts. The Role of Parents/Families is: to encourage their children to make new words with magnetic letters and other devices and materials, to listen to their children read familiar and easy text, to play word games with their children, to encourage their children to use phonetic and conventional writing, and to talk regularly with the teacher about their children s progress. Resources: Bear, Invernizzi, Templeton, & Johnston; Words Their Way, Fourth Edition, 2008 Ganske, Word Journeys, 2000 National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction,

21 COMPREHENSION STRATEGIES Definition: Purpose: The ability of readers to construct meaning from a piece of written text. Comprehension instruction should be an integral part of reading instruction. To help students read for meaning. Literacy researchers have documented that proficient readers use a small set of reading strategies to construct meaning as they read. The teacher can introduce and discuss each of these strategies separately. However, the students, with help from the teacher, must learn to integrate and apply all of the strategies as they read. Research shows that, as they read, proficient readers: Activate Prior Knowledge Proficient readers take what they know about themselves, the world, and other texts that they have read and apply that information to get meaning from the text they are currently reading. Create Visual Images Proficient readers form pictures or visual images in their mind that add depth to the situations or characters on which their text focuses. These pictures appear to enhance memory for the text and provide deeper understanding. Ask Questions/Form Meaning of the Text Proficient readers form questions as they read. These questions clarify, extend and create meaning from the text. They propel readers forward, capture large units of meaning, make readers active and keep them engaged. Make Inferences By combining their background knowledge with an author s words, proficient readers are able to construct meaning that is not specifically written into the text. Applying this strategy allows readers to create a deeper meaning that enhances their memory of the text. Summarize and Synthesize Proficient readers use all the strategies above to delete trivial and redundant information, to determine what is important, and to organize that information according to concepts. The result is a recreation of the text that that is not identical to the original and that can be unique to each reader without losing the author s intended meaning. Self-Monitor Reading Proficient readers consistently self-monitor their reading as they move through text. Throughout their reading, they integrate this self-assessment with other strategies, both in terms of understanding and in terms of word identification. Determine Importance Proficient readers think about what they have read and its importance. The reader will evaluate the text. Make Predictions Proficient readers guess what will happen next and then read on to see if their prediction was correct. Analyze Text Structure Proficient readers will utilize text features to enhance comprehension, (e.g., read the title, look at the illustrations, read captions, graphs, sidebars, boldface print). 21

22 COMPREHENSION STRATEGIES (CONTINUED) Not all beginning readers understand that text should make sense. Some see reading as a word calling exercise. The fact that reading should make sense needs to be explicitly stated and reinforced. Research also tells us that even after primary grade students have been taught comprehension strategies, they often have difficulty using them independently. Therefore, primary-grade teachers need to teach and model the effective use of comprehension strategies before, during, and after reading on a regular basis. 1. Prior to reading the text, activate prior knowledge and model predicting and questioning strategies. 2. During reading, teachers read and think aloud to model comprehension strategies and clarify meaning. 3. After reading the text, teachers model summarizing, making connections to other texts and self-evaluation. DURING INSTRUCTION The Role of the Teacher is: to select short but engaging texts that lend themselves to modeling specific comprehension strategies, to teach and model strategies using a variety of texts and genres, to teach students to recognize and use text structure as a tool for understanding, to read and plan how to use the text (e.g., where to stop and think-aloud), to read the text aloud, stopping periodically, according to the plan, to explain how one or more comprehension strategy is helping her/him to comprehend, to begin to model, after focusing on each of the strategies, how the strategies come together in different ways depending on the kind of text that is being read, to continue to read aloud over time, but to begin to release responsibility for thinking aloud to students, and to use higher order questions and discussions to monitor students grasp and application of comprehension strategies. The Role of the Student is: at first, to listen to the teacher read and think aloud, to continue to listen to read alouds, but begin to take some responsibility for thinking aloud about the ways to use comprehension strategies, over time, to continue to listen to read alouds, and to participate in small groups to discuss the strategies used during reading without listening to the teacher discuss the strategies. to write or record some of the strategies he/she uses, and to monitor their own comprehension. The Administrator Will See: teacher selecting texts and planning lessons and read alouds according to a strategy-instruction plan, teacher reading aloud and stopping at planned places to think-aloud about what comprehension strategies to use and how to use them, later, the teacher reading aloud and stopping at planned places to involve students in thinking aloud about comprehension strategy use, still later, the teacher reading aloud and stopping at planned places to allow students to engage on their own in discussion of comprehension strategies, and at later stages, students joining teacher and then forming small groups by themselves to discuss usage of comprehension strategies. Resources: Keene & Zimmermann. Mosaic of Thought: Teaching Comprehension in a Reader s Workshop, 1997 National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction, 2000 Stephens & Brown. A Handbook of Content Literacy Strategies: 76 Practical Reading And Writing Ideas,

23 MODELED WRITING Definition: Purpose: The teacher demonstrates the act of writing by thinking aloud as he/she composes a text in front of students. The teacher or expert shows precisely how to do it by initiating, modeling, explaining, thinking aloud, and writing aloud. The teacher also demonstrates the satisfaction she takes in writing. Routman, Writing Essentials, 2005 To allow students to hear the thinking that accompanies the process of writing, including topic choice, how to start the piece, looking for a better word, revising, and editing. Students observe the teacher planning, drafting, making choices, rereading, evaluating, revising, editing, and monitoring. They may be invited to participate in a limited way, but there is no pressure to perform. Routman, Writing Essentials, 2005 The Role of the Teacher is: to use explicit language and actions to model critical writing-process concepts, to think aloud about actions and choices in writing, to show students the metacognitive strategies involved in reading and writing, to use modeled writing as a mini-lesson to introduce the process of writing in a particular genre, to demonstrate the importance of composing a meaningful, coherent message for a particular audience and a specific purpose, to demonstrate the correct use of print conventions (print directionality, capitalization, punctuation, conventional grammar), to demonstrate spelling strategies and connect word study to phonics lessons, to demonstrate rereading as a process to help students to remember what they are writing about, to show how to use graphic organizers, and to model writing using a prompt. The Role of the Student is: to listen and watch, and to use strategies that have been modeled by the teacher. The Administrator Will See: teacher modeling, explaining, thinking aloud about the writing process, whole-group and small-group instructions, use of chart paper, overheads, or technology, a focused lesson usually no longer than 30 minutes, and students reading (chorally, pairs, and possibly individually) what the teacher writes. The Role of Parents/Families is: to model their own writing through functional genres (e.g., letters {formal/friendly}, grocery lists, notes), and to encourage and support their children by providing materials and opportunities for writing. Resources: Graves, A Fresh Look at Writing, 1994 Routman, Writing Essentials,

24 SHARED WRITING Definition: Purpose: An activity either whole-class or small-group in which the teacher and students share the composing process. The key is the composition. By recording what he/she and the class want to say, the teacher reinforces concepts of print. The teacher is still in charge (and holds the pen), but now the children collaborate on the writing a much as they are able. Scaffolded conversations---as a class, in a small group, with a partner---are integral to the composing process. Routman, Writing Essentials, 2005 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: to introduce the lesson/topic by modeling how to begin writing. to plan text and to help students generate ideas for writing. to record students ideas, to compose text with students, to reinforce print conventions (print directionality, capitalization, punctuation, conventional grammar), and to utilize composed text as a model, example, or reference for student writing and discussion. The Role of the Student is: to provide ideas for the writing, to contribute to class/group composition, and to read and reread the composition with the teacher. The Administrators Will See: the teacher working with students in whole-class or small-group settings, the teacher modeling what he/she is doing as he/she records what the group wants to say, students contributing ideas to the writing, students discussing correct use of print directionality, capitalization, punctuation, conventional grammar, and students reading/rereading the composition with the teacher. The Role of Parents/Families is: to encourage their children to write for a variety of purposes, (e.g., lists, letters, invitations, diaries, stories, poems, and plans for a trip). Resources: Graves, A Fresh Look at Writing, 1994 Routman, Writing Essentials,

25 INTERACTIVE WRITING Definition: Purpose: Writing in which the teacher and students compose, with the teacher sharing the pen with students at strategic points. A teaching context in which teacher and students cooperatively plan, compose, and write a group text; both teacher and students act as scribes (in turn). Fountas & Pinnell, The Continuum of Literacy Learning, 2011 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: to introduce the lesson by modeling how to begin writing, to plan the text and to help students generate ideas for writing, to record students ideas, reinforcing print conventions such as capitalization, punctuation, and print directionality, to reinforce students phonemic awareness through writing, to make connections of unknown to known words, to ask students to participate in the writing at strategic points by asking individuals to contribute a letter, word, or phrase, and to move students to independence by not doing what they can do for themselves. The Role of the Student is: to provide writing ideas, to serve in an apprentice role, to engage actively in writing the composition, contributing known letters and words, to reinforce print conventions such as capitalization, punctuation, and print directionality, to read and reread compositions with the teacher, and to confirm correct responses. The Administrator Will See: teacher working with whole groups and at times, small groups of students, teacher modeling and reinforcing what she/he is doing as she/he records what the group wants to say, teacher encouraging students to write parts of the composition, teacher helping students to make connections between unknown and known words, students contributing ideas to the composition, and students contributing to the composition by supplying known letters, words, and phrases. The Role of Parents/Families is: to encourage their children to experiment with writing, to encourage their children s curiosity about writing and to model the usefulness of writing by writing (e.g., letters, invitations, diaries, grocery lists, notes), and to read with their children to expose them to a variety of writing genres. Resources: McCarrier, Pinnell, & Fountas. Interactive Writing: How Language & Literacy Come Together, K-2, 2000 Fountas & Pinnell, The Continuum of Literacy Learning,

26 GUIDED WRITING Definition: Purpose: Guided writing is not parallel to guided reading. The teacher works with the whole class or a small group of students who have similar needs and coaches them as they write a composition. Routman, Writing Essentials, 2005 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: to observe and assess students writing, to meet with individuals or small groups who have similar needs, to prompt, coach, and guide students through the writing process, to reinforce print conventions such as capitalization, punctuation, and print directionality, to respond as a reader, to ask opened-ended questions, to extend students thinking in the process of composing, to aid students in developing their voice, to foster writing independence, and to accept and expect approximations of spellings. The Role of the Student is: to make choices and decisions, to write for a variety of purposes and audiences, to write in a variety of genres, and to respond to peers and to receive peer responses to writing. The Administrator Will See: whole-group, small groups and individuals involved in writing, teacher interacting with students during roving conferences, whole-class shares, and one-on-one conferences, and students seeking help from their peers to respond to their writing. The Role of Parents/Families is: to encourage their children to experiment with writing, to encourage their children to apply what they have learned about writing by writing (e.g., letters, invitations, diaries, grocery lists, notes), and to read with their children to expose them to a variety of writing genres. Resources: Cunningham, & Allington, Classrooms That Work: They Can all Read and Write (2 nd ed.), 1999 New Zealand Ministry of Education, Dancing With the Pen: The Learner as a Writer, 1994 Fountas & Pinnell, Guided Reading, 1996 Routman, Writing Essentials,