ELM 539
       Class 2
   What is the literacy block?
Comprehensive literacy frameworks
Check in
•   Questions about the course?


•   Syllabus check
Ideas from the Reading
•   Did anything surprise you?


•   Was anything new to you?
What is the literacy
          block?

•   An uninterrupted block of time for literacy
    instruction
    •   1.5 - 2 hou...
So many literacy
            programs…
•       Literacy programs –which one is the “best?”
•       Some common programs an...
Frameworks and Principles for
           Instruction

•     Balanced literacy frameworks (e.g., “Four
      Blocks” or “Th...
Comprehensive and Exemplary Literacy
            Instruction

   •   BIG IDEAS from the readings. . .
   •   The use of te...
Big Ideas from the
         Readings
•   What is a comprehensive literacy
    framework?
•   What are the main components?...
Comprehensive Literacy Framework

  •   Shared, Repeated, Choral, or Performance Readings
  •   Guided or Instructional-Le...
Sample Schedule
•   30 minutes
 Arrival/Independent Reading
•   15 minutes
 Group time: Shared Reading
•   60 minutes
 Lit...
Shared, Repeated, Choral, or
       Performance Readings

•    Why? Purpose?
•    What kinds of texts should we use?
•    ...
Shared Reading Is…
•   An instructional model for a whole group, a
    small group, or an individual student
•   An opport...
Guided or Instructional Level
              Reading
•    Overview--Why?
•    Finding texts--Community book rooms,
     buy...
Guided Reading
•       Guided reading is…
    •     A bridge between shared reading and
          independent reading
    ...
Independent reading
•       Overview--Why independent reading?
•       What should the “level” of these texts be?
•       ...
Teacher Read-Aloud
•   Why read aloud?
•   What should the “level” of these texts be?
•   Finding quality literature…
•   ...
Shared, Interactive, and
            Independent Writing
•       Purposes
•       Structures
•       Instructional possibi...
Writer’s Workshop
•   Modeled Writing
•   Guided Writing
•   Independent Writing
•   Process Writing
•   Exploration of Wr...
Literacy Centers
•       Why?
•       Possible structures
•       Instructional Possibilities
    •     Word study games a...
Author’s Chair and Reading/
         Writing Buddies
•   Overview--Why?

•   Setting it up and
    organization

•   What ...
Different Text Levels in a Comprehensive Literacy
                   Framework

    •   Independent level texts
    •   In...
The Reader/Text Match in a Balanced
        Literacy Framework
What makes a book match your independent,
 instructional, a...
Matching Students to
           Texts
•       What makes a text more or less difficult to read? A
        starting point fo...
NC SCOS
North Carolina SCOS
•   What are the aims/goals of the ELA SCOS
    for K-2?


•   How will you use the SCOS?


•   Does t...
Group Discussion
•   Create a graphic organizer which
    represents the “big picture” of the NC
    SCOS
•   Be prepared ...
Application
•       1st grade classroom
•       Comprehensive literacy framework
•       24 students
•       14 early/non-...
Wrapping Up
•   Questions?


•   Comments?
Elm539 W2 Comp Lit Frames
Elm539 W2 Comp Lit Frames
Elm539 W2 Comp Lit Frames
Elm539 W2 Comp Lit Frames
Elm539 W2 Comp Lit Frames
Elm539 W2 Comp Lit Frames
Elm539 W2 Comp Lit Frames
Elm539 W2 Comp Lit Frames
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  • Elm539 W2 Comp Lit Frames

    1. 1. ELM 539 Class 2 What is the literacy block? Comprehensive literacy frameworks
    2. 2. Check in • Questions about the course? • Syllabus check
    3. 3. Ideas from the Reading • Did anything surprise you? • Was anything new to you?
    4. 4. What is the literacy block? • An uninterrupted block of time for literacy instruction • 1.5 - 2 hours • What happens during the block?
    5. 5. So many literacy programs… • Literacy programs –which one is the “best?” • Some common programs and approaches • Basal reader programs (with worksheets, test preparation, materials, etc.) • Prescriptive phonics programs • Prescriptive overall programs • “Home-grown” programs
    6. 6. Frameworks and Principles for Instruction • Balanced literacy frameworks (e.g., “Four Blocks” or “The Daily 5”) • “Principled eclectic”--using personal, practical, and professional knowledge • Using programs and resources as GUIDES rather than prescriptions • Looking across programs to determine “best practice” principles for literacy instruction for ALL children • Balanced vs Comprehensive
    7. 7. Comprehensive and Exemplary Literacy Instruction • BIG IDEAS from the readings. . . • The use of texts… • A review and/or overview of a comprehensive literacy framework--the “shell” for the instruction you will provide students explicitly • Considering what to include daily, several times a week, etc.--How do you decide?
    8. 8. Big Ideas from the Readings • What is a comprehensive literacy framework? • What are the main components? • Where do you find them (or do you create them?)
    9. 9. Comprehensive Literacy Framework • Shared, Repeated, Choral, or Performance Readings • Guided or Instructional-Level Reading • Independent reading • Teacher read-aloud • Shared or interactive writing • Writer's Workshop • Literacy Centers • Author's Chair and Reading/Writing Buddies
    10. 10. Sample Schedule • 30 minutes Arrival/Independent Reading • 15 minutes Group time: Shared Reading • 60 minutes Literacy Centers (including guided reading groups) • 30 minutes Writing Workshop • 15 minutes Read Aloud (related text) • 15 minutes Daily News • 30 minutes Lunch • 15 minutes Quiet Activities • 30 minutes Special Area • 10 minutes Read Aloud (newspaper/magazine) • 60 minutes Math (including calendar) • 30 minutes Outside/Movement/Recess • 30 minutes Group Time; Read Aloud (poetry); class meeting
    11. 11. Shared, Repeated, Choral, or Performance Readings • Why? Purpose? • What kinds of texts should we use? • What should the “level” of these texts be? • Instructional possibilities: Fluency, Introducing word identification skills and strategies • Finding texts--Websites, resource books, etc. • Possible structures--Whole class, small group, and independent reading • Examples (big books--good and bad examples, songs, and poems; Readers Theatre; other examples)
    12. 12. Shared Reading Is… • An instructional model for a whole group, a small group, or an individual student • An opportunity to model reading behaviors and strategies • Interactive with teacher and students participating together • Enthusiastic, drawing all children into the activity • A non-threatening and supportive atmosphere
    13. 13. Guided or Instructional Level Reading • Overview--Why? • Finding texts--Community book rooms, buying 6-8 copies of a text rather than a class set, etc. • What should the “level” of these texts be? • Instructional possibilities: Word identification, comprehension, and vocabulary introduction and/or application
    14. 14. Guided Reading • Guided reading is… • A bridge between shared reading and independent reading • A small group instructional model • A process to guide students to talk, think, and question their way through a book
    15. 15. Independent reading • Overview--Why independent reading? • What should the “level” of these texts be? • Instructional possibilities: Authentic application and individual assessment of readings skills and strategies • Finding texts and setting up for independent reading • Modeling and making a class list • Books that I can read on my own • Books that I can read with help • Books to which I could listen or that could be read to me • Scaffolding through book tubs or other leveling systems • What have you seen?
    16. 16. Teacher Read-Aloud • Why read aloud? • What should the “level” of these texts be? • Finding quality literature… • Instructional possibilities: Modeling, aesthetic and efferent purposes, comprehension strategy instruction
    17. 17. Shared, Interactive, and Independent Writing • Purposes • Structures • Instructional possibilities • Modeling fluent writing • Modeling writing genres and structures • Writing and word identification minilessons
    18. 18. Writer’s Workshop • Modeled Writing • Guided Writing • Independent Writing • Process Writing • Exploration of Writing Elements/Genres
    19. 19. Literacy Centers • Why? • Possible structures • Instructional Possibilities • Word study games and independent practice • “Circle, seat, and center” (Bear, Invernizzi, Templeton, & Johnston, 2000, pp. 80-81) • Centers: computer, listening, reading and writing buddies, choice reading and writing, reading response, etc.
    20. 20. Author’s Chair and Reading/ Writing Buddies • Overview--Why? • Setting it up and organization • What students may share • Possible structures
    21. 21. Different Text Levels in a Comprehensive Literacy Framework • Independent level texts • Instructional level texts • Frustration level texts? • “Matching” students with texts is NEVER an exact science. Why?
    22. 22. The Reader/Text Match in a Balanced Literacy Framework What makes a book match your independent, instructional, and frustration reading levels? Why? How about your students? Beginning (PP-2nd grade LEVEL) readers (of any age) • Independent level with 95% or higher accuracy, 90% or higher comprehension, and high fluency • Instructional level with 90-94% accuracy, 75-89% comprehension, and adequate fluency • Frustration level with less than 90% accuracy, less than 75% comprehension, and dysfluency
    23. 23. Matching Students to Texts • What makes a text more or less difficult to read? A starting point for leveling texts • So, how do you level texts for all students across grade levels? • Teacher eyeball test • Benchmarking texts (e.g., reading a-z.com) • Resource books • Websites (e.g., leveledbooks.com) • CAUTIOUS use of readability formulae (on 3rd grade reading level texts and higher): Microsoft Word, hand- calculated (e.g., Fry readability formula), and reading levels recorded on the backs of many different books
    24. 24. NC SCOS
    25. 25. North Carolina SCOS • What are the aims/goals of the ELA SCOS for K-2? • How will you use the SCOS? • Does the K-2 SCOS represent a comprehensive literacy framework?
    26. 26. Group Discussion • Create a graphic organizer which represents the “big picture” of the NC SCOS • Be prepared to share!
    27. 27. Application • 1st grade classroom • Comprehensive literacy framework • 24 students • 14 early/non-readers, 10 beginning readers • Mixed ethnicities (7 C, 7 A-A, 6 L, 3 Ch, 1 NA) • What do we need for a CLF? • What would you include and why?
    28. 28. Wrapping Up • Questions? • Comments?

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