1. Handbook of Research
Based Literacy Practice
(Early Childhood-Adolescent)
Tokela Joanna Summer Smith
EDLT 603- Dr. Williams-Black

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Table of Contents
1. Introduction of the Handbook
a. About the Author...................................................................................................3
b. Purpose.................................................................................................................4
c. Goals.....................................................................................................................5
d. Invitation...............................................................................................................5
2. Organization of the Reading and Writing Program
a. Defining Literacy..................................................................................................6
b. Comprehensive Literacy Program Overview.....................................................6-7
c. Components of a Literacy Program.................................................................7-12
d. Evidence Based Instructional Strategies.........................................................12-18
3. Creating a Literate Classroom Environment (Early Childhood & Adolescent)
a. Physical Environment......................................................................................18-19
b. Social Environment..........................................................................................19-20
c. Routines.................................................................................................................20
d. Classroom Configurations.....................................................................................21
4. Literacy Coaching- Assisting Classroom Teachers and Paraprofessionals
a. Handbook Evaluation...........................................................................................22
5. Conclusion
a. Reflection...............................................................................................................23
b. Changes and Enhancement...................................................................................24
6. References
a. Bibliography.....................................................................................................25-26

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About the Author
Tokela Smith received her Bachelor’s of Sciences in
Education from the University of Memphis where she
double majored in Elementary Education and Special
Education (Modified). She received her Masters of
Education from the University of Mississippi in which
she focused on Literacy Instruction (K-12). She currently
teaches kindergarten and serves as a literacy leader
within the Marshall County School District. She believes
that education is all about being excited about something
and that seeing passion and enthusiasm helps push an
educational message. She seeks to continually expand
and share her knowledge of exemplary literacy instruction within the classroom with her
colleagues as well as others inside and outside the field. She is a member of the Mississippi
Professional Educators and Alpha Kappa Alpha Sorority, Incorporated.
“Tell me and I forget. Teach me and I remember. Involve me and I learn.” -Benjamin Franklin

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Purpose
We know that some students come to us with more literacy experience than others. No matter
how a child reads when he or she enters our classroom, the goal is to for educators to become
more aware of strategies that can be incorporated in literacy lesson to help students progress in
reading and writing. With thoughtful teaching, every student is provided with the opportunity to
learn the habits of accomplished readers and writers. In turn, each child can know the promise
and delight of reading and writing well.
LITERACY DEVELOPMENT FOR ALL! It is our job as educators to take the reins on literacy
to ensure that all of the various types of readers in our classroom get the most out of their literacy
experience. Teaching literacy deeply takes lots of purposeful effort, and when we do that work
well, all of our students can blossom into great readers and writers whose literate lives go on
long after they leave our classrooms. Thus a strong foundation in literacy gives students engaged
and joyful adulthoods that extends beyond our classroom contexts.
This handbook is intended to provide educators and paraprofessionals alike with effective
instructional practices that can be employed in nearly all phases of literacy with students who are
advancing as well as those who are struggling. Just as there is no one way all readers read, there
is no one way all readers learn about reading. Therefore, the audience for this handbook is
anyone who seeks to increase and promote literacy learning among children or adults I have
included a number of to tools to help you provide more exemplary literacy instruction both
inside and outside the classroom so that our students will find delight in literacy and learning.
The practices presented in this handbook provide extensive documentation in classroom and
researched based instructional practices.
The handbook provides the basic tools that can be applied to increase literacy success of our
students. It is equipped with suggestions and strategies that are appropriate for meeting the
needs of early childhood as well as adolescent children. These suggestions are applicable to you
as your work with literacy learners and to parents as they attempt to foster the literacy
development of their children. This is an accumulation of literacy strategies brought together as a
guide for staff. This literacy book is very beneficial in assisting educators in strengthening their
literacy strategies. Thus, effective instruction in literacy from exemplary teacher is key to the
literacy advancements of our students. We should strive to promote positive and enduring
learning among all students.

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Goals
The goal of this handbook is to convey educators and paraprofessionals the importance of a
comprehensive literacy program as well as to provide :
(1) knowledge of a of the components of a comprehensive literacy program,
(2) insight on how to effectively implement a literacy program,
(3) structure of a literate classroom environment,
(4) research based strategies that can be used to increase literacy within the classroom.
Invitation
This handbook is meant to provide you with information regarding a literacy program within the
classroom as well as the environment. A shared understanding of great teaching can help all of
our students add to the fantastic, literary mix of our city. Therefore, I invite educators as well as
paraprofessionals alike to explore this handbook and my classroom obtain a better understanding
of the components of a comprehensive literacy program and accompanying research based
strategies that may help improve literacy in you classroom, school, and district. Please feel free
to schedule a time to visit my classroom to acquire a visual understanding of the components
discussed in this handbook. Below you will find a schedule of the comprehensive literacy
program used at my school as well as my contact information. Upon scheduling, please plan to
arrive 15 minutes early so that you can explore the classroom with me and stay 30 minutes after
so that we can discuss your observation as well as ways to implement what you observed into
your own in your classroom.
Contact: Tokela Smith Email: tokelasmith@gmail.com
Instruction Days Times (Length)
Reading Monday-Friday 9:45am-11:15am (90
min)
Centers (Small
Group)
Monday -Friday 11:15am-12:15pm (60
min)
Writing Monday-Friday 1:00pm-2:00pm (60 min)

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Organizing the Reading and Writing Program
Defining Literacy
Defining literacy in our every changing world is becoming increasingly complex. It has to do
with a person’s ability to read, write, and use language proficiently as defined online in The
American Heritage Dictionary of the English Language (2011). Simply put, literacy is
synonymous with the culture of learning. Literacy requires children to learn a set of skills to
achieve reading and writing success. These skills range from concepts of print, phonemic
awareness, phonics, vocabulary, comprehension, fluency, writing, as well as motivation. Literacy
development “requires a supportive environment that builds positive feelings about self and
literacy” (Morrow, 2012, p.5).
Being literate in today’s society means more than being able to read a book; it means being able
to read and write at a level to be successful in today's world. Literacy plays an important role in
our daily life. We use it in our everyday life to accomplish the: read the newspapers, cook our
favorite recipe, follow road signs, fill out a job application, use an instructional manual, complete
homework assignments, order from a menu, and a whole slew of other things.
According to the National Adult Literacy Survey, approximately 44 million people in the United
States cannot read well enough to fill out an application, read a food label, or read a simple story
to a child. It is very unfortunate that literacy problems cost the U.S. businesses about $225
billion a year in lost productivity resulting from: employee mistakes, injuries, absenteeism,
tardiness, missed opportunities, and other problems associated with low literacy. Lower levels of
literacy have been related to an increased risk of depression, more anti social behavior and a
higher incidence of truancy.
On the other hand, higher levels of literacy often translate into higher earnings potential, greater
employment opportunities and better career prospects. Whereas individual with high levels of
literacy help increase the productive capacity of the economy and remove barriers to education
and training Morrow (2012) tell us that “literacy development must focus on both learning and
teaching” (p.6). Higher levels of literacy and education can result in improved cognitive skills
and socio-emotional capabilities, including higher levels of resilience, self-efficacy and social
intelligence.
Comprehensive Literacy Program Overview

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The comprehensive approach to literacy emerged as a result of the discussion between whole
language instruction versus phonics instruction. “Literacy development occurs in prepared,
literacy-rich environments where planned experiences facilitate development in reading, writing,
listening, speaking, and viewing in coordination with content area subjects.” (Morrow, 2012, pp
5-6) A comprehensive literacy program is grounded in a “rich model of literacy” (Morrow,
2012, p.20). It is characterized by “meaningful literacy activities that provide children with both
the skill and motivation to become proficient and lifelong literacy learners.
In considering the development of a comprehensive literacy program, it is important for
educators to know that there is “no single method or combination of methods that can teach all
children to read” (Morrow, 2012, p. 20). Therefore educators must select the best theories
possible to match the learning needs of their students in order to help them learn to read. “A
broad understanding of theories also allows educators to coordinate and provide complementary
instructional interventions from a wide variety of theoretical orientations” (Tracey and Morrow,
2012, p.5). This approach to literacy instruction allows educators to focus more on the literacy
needs of individual children rather than the latest pedagogical fad. It is critical that teachers know
the social, emotional, physical and intellectual status of the students that they teach. We must
also be well versed in various methods for reading instruction. “When teachers become aware of
the full range of theories from which their educational practices can radiate, their repertoire of
teaching skills can expand” , as stated by Morrow and Tracey (2012, p.5).
Components of a Comprehensive Literacy Program
A comprehensive literacy program is composed of numerous components that should be group
cohesively for instructional purposes. These components include: (1) concepts of print and
phonemic awareness, (2) phonics and words study, (3) vocabulary and background knowledge,
(4) fluency, (5) comprehension, (6) critical thinking, (7) motivation, and (8) writing. Following
you will find a detailed description of each of the components.
Component 1: Concepts of Print and Phonemic Awareness
Concepts of Print are the precursor skills to learning to read. It is vital that children understand
the concepts of print as they are instrumental in reading success. Concept of print refers to the
basics of a book and the purpose a book serves.
As outlined in the following by Morrow (2012),
“A child who has a good concept of books:
1. knows that a book is for reading.
2. can identify front, back, top, and bottom of book.
3. can turn the pages properly in the correct direction.
4. knows the difference between print and pictures.
5. knows pictures are related to print.

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6. knows where to begin reading on a page.
7. knows what title, author, and illustrator are.” (p.203)
However, we must recognize that children will not learn these concepts without being exposed or
taught. In order for a child to acquire these concepts, Morrow (2012) suggests that "about 1,000
books need to be read to a child before or she enters kindergarten” (p.203). The exposure to
books helps the child to acquire concepts about books so he or she is ready for experiences in
reading and writing.
The development of skills in alphabetics, including phonemic awareness, letter knowledge, and
concepts of print are very critical to a comprehensive literacy program. “Phonemic Awareness is
the ability to recognize that words are made up of individual speech sounds” (Tompkins, 2003).
Early skills in alphabetics serve as strong predictors of reading success, while later deficits in
alphabetics are the main source of reading difficulties. Armbruster, Lehr, & Osborn (2002) stated
phonemic awareness is the ability to “notice, think about, and work with the individual sounds in
spoken words”(p.2). It is the understanding that the sounds of spoke work together to make
words.
Phoneme awareness and letter-sound knowledge are the basis for learning an alphabetic writing
system and they account a great deal of variation in early reading and spelling success. When
linked to sound-symbol identification, explicit instruction in sound identification, matching,
segmentation, and blending help to reduce the risk of reading failure. Children who have poor
phonemic awareness are likely to become poor readers.
Tracey and Morrow (2012) note that, “phonemic awareness refers to a child’s understanding that
words are comprised of individual sounds (p.180). Thus recognizing that children who acquire
this ability can hear rhyming words and segment individual sounds from words and reblend. It is
important because improves children’s reading, comprehension, and spelling. This is a skill that
is developed over time through constant practice. National Reading Panel (2000) found that
“when children are taught to manipulate phonemes by using the letters of the alphabet and when
instruction focuses on few types of phoneme manipulation” phonemic awareness instruction is
the most effective (p.9)
Component 2: Phonics and Word Study
Researchers have found that children learn that print has functions as a first step to reading and
writing. Therefore, “Early reading and writing [should be] embedded in real life experiences”
state Morrow (2012) in Literacy Development in the Early Years. This is based on the premise
that children are likely to become more involved in literacy activities if they view reading and
writing as “functional, purposeful, and useful” (Morrow, 2012, p.137). Early childhood students

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focus on phonics and adolescents focus more on word study in a comprehensive literacy
program.
“Phonics instruction teaches children the relationships between the letters (graphemes) of written
language and the individual sounds (phonemes) of spoken language” as noted by the The
National Reading Panel (2000, p.11). It is important because it teachers the alphabetic principle
which is the understanding that there are systematic and predictable relationships between
written letters and sounds. Phonics essentially teaches children to use relationships to read and
write words. Phonics instruction should begin with consonants (initial, final and blends) moving
on to vowels (short, long, sounds of y, t- controlled, digraphs, diphthongs,) and following are
structural aspects of compound words, syllabication, contractions, prefixes, and suffixes and last
children will learn synonyms, antonyms and homonyms (Morrow, 2012, 167).
Research has found that children only need about two years of phonics instruction (National
Reading Panel, 2000, p.17). Phonics is an integral part of learning to read in addition to playing
a large role in future success for reading. Phonics programs are effective when they are
systematic, explicit, and provide students with opportunities to apply what they are learning
about letters and sounds to reading words, sentences, and stories. Morrow notes that systematic
and explicit phonics instruction as will “follow a scheduled routine [so that students] to learn
specific skills throughout the year” (Morrow, 2012, p. 169).
Word study includes the “the use of context and syntax to figure out words” (Morrow, 2012, p.
138). In order for children to become successful readers, they need to understand how words
work. DeVries (2008) states, students need to “attend to how words work and how they
communicate meaning” (p. 130).
Word study skills are “taught to help children to become independent, fluent readers” (Morrow,
2012, p. 178). When children learn word study strategies to assist them in understanding words
then they are able to become independent and fluent readers . Morrow (2012) suggests the use of
multiple strategies to teach word study skills. Morrow says that this “seems to be the best
approach” and one should incorporate “explicit, systematic instruction, some spontaneous
instruction, and instruction in meaningful contexts and time to practice skills” (Morrow, 2012,
p.139).
Component 3: Vocabulary and Background Knowledge
Armbruster et al (2002) note that “Vocabulary plays a large role within reading development as
children use words within print to decipher meaning.” Vocabulary is necessary for reading
comprehension; “a reader must be able to understand words in order to comprehend text”
(Dickinson 7 Neuman, 2006, p.177). This is further reinforced by Dickinson and Newman's
statement that vocabulary provides “building blocks for the higher order thinking skills necessary
to comprehend texts” (p. 176). Vocabulary can be taught and extended through indirect and
direct exposure. Children expand their vocabulary through indirect exposure from engaging in
oral language, listening to adults read aloud, and reading on their own (Armbruster et. al,
2002).

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“A child’s vocabulary and knowledge of sentence structure continue to develop rapidly during
the fourth year” ( Morrow, 2012,106). As educators, we must remember that language should be
purposeful and integrated with other subjects rather than taught separately. Morrow tells us that
“from ages 3-8 a great deal of language development occurs” therefore children need to be
presented with constant opportunities to use language in social situations (p.115). Therefore we
need to ensure that we provide students with environments in which language will flourish.
Research shows a higher vocabulary can help predict students that will comprehend at a higher
level (Duke, 2005).
Background knowledge, also known as schema is an essential tool for readers comprehension. It
is the information stored in a person’s mind that aids in making “predictions, generalizations, and
inferences” (Morrow, 2012, p.13).Simply put, it refers to the information that children possess
from life experiences and learning situations that help them make connections to or with new
information. Background knowledge helps a reader relate the material they are reading to
something they already know. We can build background knowledge before reading by
discussing information that is related to what the students are reading. Vocabulary words are a
great way to build background knowledge. Students who have a great deal of background
knowledge are able to make stronger connections to enhance their comprehension.
Component 4: Fluency
A critical part of being a good reader is being able to read fluently. Morrow (2012) defines
fluency as the combination of accuracy, automaticity, and prosody (p.242). Simply put, it is the
ability to read a text correctly and quickly. “Helping children to become fluent readers is crucial
for literacy development,” according to the National Reading Panel Report (2000). Morrow
(2012) tells us that “[fluency is] a skill that needs more emphasis in literacy instruction” (p.242).
To read with expression, readers must be able to divide the text into meaningful chunks.
Morrow (2012) states that, “fluent readers who comprehend are successful readers” (p.206)
because they can read text “rapidly, smoothly,, effortlessly, and automatically with little
conscious attention to the mechanics of reading, such as decoding” (Dickinson & Neuman, 2006,
p. 105). Students who read fluently are able to comprehend better because they focus on the
message of the text so that they can make connections among ideas while less fluent readers
primarily focus on decoding individual words leaving little time for text comprehension
(National Reading Panel, 2000, p. 19). Due to the importance of fluency on comprehension
“children should participate in fluency reading activities daily” (Morrow, 2012, p. 245). The
National Reading Panel also suggests that educators can help their students to become more
fluent readers by providing them with models of fluent reading and having them repeatedly read
passages with some guidance.
Component 5: Comprehension
“Comprehension is an active process in which the reader or listener interprets and constructs
meaning about what he or she reads or listens to based on prior knowledge about the topic
thereby making connections between the old and the new,” as stated by Pressley and Hilden

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(2002). Morrow (2012) writes, “Comprehension greatly depends on how the difficulty of the
text matches the ability of the listener or reader” (p. 207). She continues, “Developing
metacognitive abilities is an aid to comprehension” (p. 207). As a child becomes a more fluent
reader, the focus and emphasis on the instruction should be redirected to comprehension
strategies. Essentially, the goal of reading instruction is to construct meaning so that children
understand what they read.
Professor Duke (2005) suggests that teachers ask more sophisticated questions that will allow
students to “make connections, apply background knowledge and draw inferences”. This can be
done by asking questions that make students think: open ended questions, complex answer
questions, and multiple answer questions. It will in-turn allow the students to make connections
between different elements of the text. Comprehension is an active process that should be
embedded in all content area instruction.
Component 6 Critical Thinking
Kuhn (1999) sees critical thinking as being a form of metacognition. Metacognition, as defined
by Morrow (2012) aids in comprehension...it means that students can articulate how they are
able to comprehend something read, what strategies they used, and why” (p.207). Simply put,
metacognition is the ability to think about one's own thinking. To think critically has been
defined as the “consistent internal motivation to engage problems and make decisions” (Facione,
2000, p. 65). Thus, critical thinking is reliant upon student motivation. Tracey & Morrow (2012)
note that “[critical thinking] is a technique used most often to develop reading comprehension”
(p.72) because when you are thinking critically, you are thinking actively. You are asking
questions about what you see and hear, evaluating, categorizing, and finding relationships.
In order to demonstrate critical thinking skills background knowledge is essential (Case, 2005).
Critical thinking involves both cognitive skills and dispositions. “Critical Thinking is the mental
processes, strategies, and representations people use to solve problems, make decisions, and
learn new concepts” (Sternberg, 1986, p. 3). Common Core State Standards reflect critical
thinking as a cross-disciplinary skill vital for college and employment. This is because critical
thinking includes the component skills of analyzing arguments, making inferences using
inductive or deductive reasoning, judging or evaluating, and making decisions or solving
problems. Critical thinking is one of several learning and innovation skills necessary to prepare
students for post-secondary education and the workforce. Critical thinking instruction can
enhances student sensitivity to the structure of deliberation and decision-making, which can help
them as they negotiate their way through the world.
Component 7: Motivation

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Morrow (2012) defines motivation as , “Initiating and sustaining a particular activity: the
tendency to return to and continue working on a task with sustained engagement” (p.319). “The
centrality of motivation in learning was emphasized in Dewey’s teachings” (Tracey and Morrow,
2012, p.61) . [Motivation] is a drive of intent or desire that causes them to want to learn”
(Kellough, 2007). Dewey understood that the job of an educator was to create an enticing
curriculum and a supportive motivating environment so that the student can actively create his or
her own learning.
There are two types of motivation: extrinsic motivation which is a means to an end and intrinsic
motivation which is reading and writing for enjoyment (Morrow, 2012, p. 320). Morrow (2012)
suggests, “we need to motivate children to read and write for pleasure and information” (p. 321).
If a child has a higher intrinsic level of motivation, he or she will engage in reading more books
of interest as well as writing for pleasure. “Intrinsic motivation allows children to play an active
role in their educational experience, as well as explore topics of personal interest” (Morrow,
2012, p.319).
Children are more likely to become involved in literacy activities if they view reading as writing
as purposeful. “Researchers have found that experiences that promote motivation offer students
(1) choice, (2) Challenge, (3) relevance, (4) authenticity, (5) social collaboration, and (6)
success” (Morrow,2012, p.319). Technology and integration of literacy with content areas can be
used to motivate and capture interest (Morrow, 2012).
Component 8: Writing
Morrow states, “writing development is part of a child’s journey to literacy development” (p.
259). Children become successful writers through “explicit instruction from teachers and by
observing others more skilled than themselves” (Morrow, 2012, p. 259). Instruction in writing
should be meaningful. Educators should seek to help students understand that “writers deal with
meaning to construct text” (Morrow, 2012, p. 259). Morrow suggests that writing should be “be
guided and taught by supportive adults...[students] need to observe adults participate in writing”
(Morrow, 2012, p. 259).
Students go through writing development stages and Morrow (2012) expands on this by stating,
“writing development is characterized by children’s moving from playfully making marks on the
paper, to communicating messages on paper to creating texts” (p. 259). “Writing is developed
through drawing, scribbling, letter like forms, well-learned units or letter strings, invented
spelling, and conventional spelling” (Morrow, 2012, p.259). Included in writing should be
instruction on how to compose a narrative, descriptive, persuasive, and expository pieces.
Writing serves very similar purposes as that of reading. “Children are inventive when they learn
to read and write” stated Morrow (2012, p. 256). “Children’s writing develops through constant

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invention and reinvention of the forms of written language” (Spandel , 2008). Students learn
about writing through explicit instruction from teachers as well as observing others. Writing is a
part of a child’s journey to literacy development; it falls between drawing and reading. Writing
should be “integrated throughout the curriculum” (Morrow, 2012, p.265). “Conceivably, skilled
writers could be better readers than struggling writers,” stated Byrnes and Wasik (2009, p.256).
Evidence Based Instructional Strategies
At the heart of every exemplary classroom is an exemplary teacher that implement exemplary
practices that are evidence based. Below are evidence based research strategies that will help
you to enrich your literacy instructional practices.
Component 1: Concepts of Print and Phonemic Awareness
Concept of Print can be developed through the following activities:
● Repeated Text Exposure - read frequently identifying important elements of a books.
● Model- showing the students how to hold the book and how we read from left to right
● Discussion- talk about the front cover, back cover, spine
● Songs - use songs or rhymes that talk about the role of the author and illustrator.
○ “The Author” to the tune of “Farmer in the Dell”
The Author writes the words, The Author writes the words
The Author writes the words in the stories that we read
○ “The Illustrator” draws the pictures to the tune of “Frere Jacques”
Illustrator, Illustrator
Draw for me, Draw for me
Paint me a picture, Paint me a picture
Illustrator, Illustrator
Phonemic Awareness can be developed through the following activities:
● Phoneme Isolation- recognize individual sounds in a word.
○ the first sound in van is /v/. the middle sound is /a/ . the final sound is /n/
● Phoneme Identification- recognizing the same sound in different words.
○ fix fall fun fan five
○ (the first sound /f/ is the same in all the words)
● Phoneme Categorization-recognizing the word that has the “odd” sound in a small group
of words.

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○ bus bun box bed rug
○ (rug does not belong because it begins with a /r/ sound and the others begin with
a /b/ sound)
● Phoneme Manipulation- working with individual phonemes to substitute, add, or delete
phonemes to create new word.
○ Phoneme Substitution- substitute one phoneme for another to make a new word.
■ change the /g/ in bug to /n/ to get bun
○ Phoneme Addition- add a phoneme to an existing word to create a new word.
■ add /s/ in front of park to get spark
○ Phoneme Deletion-remove a phoneme from a word and recognize it
■ remove the /s/ from smile and to get mile
● Phoneme Blending -combining phonemes to form words.
○ /b/ + /i/ + /g/ = big
● Phoneme Segmentation- breaking words down into their individual phonemes; can be
tapped, clapped, or counted out; the reversal of blending.
○ grab = /g/ + /r/ + /a/ + /b/
Component 2: Phonics and Word Study
Phonics can be developed through the following activities:
● Synthetic Phonics- the conversion and combination of letters is learned; as well as how
to blend sound to make recognizable words.
● Analytic Phonics- analyzation of letter sound relationships is learned.
● Analogy based Phonics- word families are learned to use to identify unfamiliar words
with similar parts.
● Phonics through Spelling- children segment words into phonemes to make words for
writing.
● Embedded Phonics- letter sound relationships are taught during the reading of connected
text.
● Literature Based Programs- letter sound relationships are taught incidentally through
letters that appear in student reading

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Word Study can be developed through the following activities:
● Making Words - magnetic, wooden, felt, or tile letters can be used to have students create
words.
● Oral Reading- students read orally to teacher .
● Word Sorts- words are decoded through the sorting them based on patterns (same ending,
same rhyme, same beginning/ending sound, blends, digraphs, syllables, etc).
● Basal Reading Programs- focus on whole word or meaning based activities
● Sight Word Programs- teach children a sight word reading vocabulary beginning with
50-100 words
Component 3: Vocabulary and Background Knowledge
Vocabulary can be expanded through the following activities:
● Semanitc Maps- diagrams or maps that allow student to see how words relate to one
another.
● Context Clues- the use of clues from surrounding text to figure out word meanings; cloze
sentences is great to use to facilitate context clue development as it forces students to rely
on the rest of the sentences using word clues to determine what word is need to make the
sentences complete.
● Vocabulary Books- students keep a record of new words in a book; they write the word, a
synonym, a sentences, and draw an illustration of the word. This book grow throughout
the year and the student can refer to it when needed.
● Word Parts- parts of words such as prefixes, suffixes, root words, and base words are
analyzed to identify the meaning of a word.
● Dictionary- using print or digital dictionary to find and check the meaning of worlds.
Background Knowledge can be developed through the following activities:
● Preview Guide- students read selected key statements from text and respond to peers;
assists students in exploring their opinions and knowledge of topics.
● K W L Charts- cognitive strategy that assesses what students Know, Want to know, and
what they Learned.

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● Brainstorming- the use of context maps such as circle maps or bubble maps to discuss.
● Quickwrites- students write for a few minutes about a topic thus requiring them to think
about the topic.
Component 4: Fluency
Fluency can be achieved through the following activities:
● Echo Reading- the students reads one on one with the adult. The adult models appropriate
reading first and then the child mimics until fluent reading is accomplished
.
● Choral Reading- students read in unison as a group to a short, patterned book
● Tape Assisted Reading- students read along in their books as they hear a fluent reader
read the book on audio tape.
● Partner Reading- students are paired and take turn reading independent reading text to
each other. It is ideal to pair more fluent readers with less fluent reader but it is not
necessary
.
● Reader’s Theatre- students rehearse and perform a scripted play for their peer; this also
promotes cooperative interaction and makes reading appealing.
Component 5: Comprehension
Comprehension can be developed through the following activities:
● Directed Listening and Thinking Activity and Directed Reading and Thinking Activity-
sets a purpose for reading; prepares students to pull certain information from the story
before reading.
● Shared Book Experiences- incorporates the use of big books during reading; the teacher
models fluent reading while the children are developing listening skills to participate.
● Repeated Reading- children become familiar with story due to repetitious reading and are
therefore develop concepts about words, print, books, and stories. “Even children who are
considered to struggle make more response with repeated reading rather than single
reading” (Ivey, 2002).

17. 17
● Small Group - student work with the teacher to reinforce particular skills for struggling
learners and work on accelerated work for advanced learners; a key part to tier 2
instruction and is targeted directly at student learners needs.
● Question Generating-teaching students to ask their own questions to improve active
thinking.
● Graphic Organizing- visual illustrations and representations that help readers see
relationships between concepts and events in reading and writing. (ex. KWL chart, Venn
Diagrams, etc...)
● Summarizing/Retelling- a synthesis of important ideas in a text; allows students to
recount the events of the story through his or her own lens by determining what is
important.
● Literature Circle- a group of students who read the same book and discuss it without the
teacher.
● Buddy Reading- student from upper grade is paired with one from lower grade to read
and discuss a story.
● Partner Reading- students are paired with classmate to read and discuss a story.
● Think Pair Share- the teacher poses a question, students are paired to share responses
with each other.
Component 6: Critical Thinking
Critical Thinking can be enhanced through the following activities:
● Explicit instruction-educators place emphasis on teaching a task and the specific steps
needed to master it.
● Collaborative Response Groups- an opportunity for student to collaborate with one
another independent of the teacher. Students are enabled to engage in productive
conversation about a text. Students are given the opportunity to “exchange ideas, listen
to each other, refine ideas, and think critically about issues related to what they read”
(Morrow, 2012, p.234).
● Modeling- teachers show students how to use questioning techniques to make predictions
and draw conclusions.

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Component 7: Motivation
Motivation can be fostered through the following activities:
● Literacy Centers- areas in the classroom where students can independently interact with
literacy materials.
● Library Corner- comfortable area in the classroom where students can go and interact
with a plethora of books that are organized in various ways (theme, genre, interest, level).
● Dramatic Play- opportunity for students to interact with dolls, dress-ups, food while
collaborating in small groups to create meaningful literacy experiences.
● Creative Story Telling Techniques- the use of puppets, audio, props to engage students in
literacy activities.
○ Digital- the use of radio, computer, or smart board to enhance/read story.
○ Chalk Talk- drawing the story while it is read from beginning to end.
○ Props-the use of animals, puppets, felt, or toys to represent objects in the story.
Component 8: Writing
Writing can be facilitated through the following activities:
● Writers Workshop- time set aside for children to practice writing skills, work on writing
projects, and conferences with the teacher.
● Writing Corner- area in the classroom where students can free write comfortably using
various types of paper (large and small paper, lined and unlined paper, construction
paper) and writing utensils (pencils, pens, colored pencils, crayons, markers).
● Journal Writing- students are given opportunities to write about personal topics relating
to their interest or lives or reading topics as a response to text.
Creating a Literate Classroom Environment
Physical Environment
Evidence-Based Explanation
“The physical design of the classroom has been found to affect the choices of children among
activities” (Otto, 2006). Morrow (2012) goes further to say that “the design of the room should
accommodate the organization and strategies of the teaching that occurs there” (p.375). This is to
say that programs that nourish early literacy recognize the importance of providing students with

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a functional literacy rich environment in which the environment is equipped with materials to
stimulate reading and writing. Print is everywhere in well-established and organized classrooms
“Literacy rich classroom are filled with functional print that can be seen easily” (Morrow, 2012,
p.377). “Children in carefully arranged rooms show more productivity and greater use of
language related activities” (Rutzel and Cooter, 2009). Classroom setup can dramatically affect
students' attitudes toward and habits of learning.
Early Childhood
Practices Guidelines
● Environment should be literacy rich.
● Name and Item Labels
● Alphabet in at least 2 areas of the
classroom
● Word Wall should include words
being learned.
● Functional technology statoin
● Supply students with diverse materials
and supplies.
● Have a learning objective for all
classroom materials.
● Provide tools and resources in
accessible locations.
● Choose materials that lead to
experiment and exploration.
● Ensure students can locate and use all
materials
● Be strategic in arranging centers
Adolescent
Practices Guidelines
● Wall Displays
● Word Wall
● allow students to co-construct rules
● arrange desks for cooperative learning
● Be strategic in arranging desks
● Discuss and use print in the classroom
with the children.
● Encourage children to read and use
words from text in their writing.
● Use a variety of strategies for
organizing classroom space.
● Arrange class thoughtfully.
Social Environment
Evidence-Based Explanation
Tracey & Morrow define social experiences as “child’s interactions with others as he or she
grows which affect growth.” Morrow (2012) suggests that “Learning involved social
collaboration, which increases student motivation [to learn to read]” (p.320). In observing
children at play, it becomes obvious that children learn from one another through dialogue and
interaction. “Like adults, children enjoy social interaction and opportunities to learn from each
other” (Guthrie, 2002). Thus the social environment should lend itself to include choice and
cooperative learning opportunities where students have the opportunity to work with their peers.”

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Early Childhood
Practices Guidelines
● Literacy Centers
● Dramatic Play
● Allow students to express themselves
● Provide students with cultural
experiences
● Consider student population in
planning.
Adolescent
Practices Guidelines
● Readers Theatre
● Writers Workshop
● Provide scaffolded support for
students
● provide students with cultural
experiences
● Capitalize on diversity in planning
group activities
● Provide differentiated instruction
Routines
Evidence-Based Explanation
Routines facilitate teaching and learning and they help to minimize non instructional time in the
classroom. Most importantly, when implemented consistently, routines allow students to learn
and achieve more. Having these predictable patterns in place allows teachers to spend more time
in meaningful instruction. It is important that educators and paraprofessionals establish clear
rituals and routines for literacy practices to encourage student engagement. Byrnes and Wasik
(2009) note that routines “acquire a cultural meaning over time as children participate in
contexts and engage in action” (p.347). Routines help to provide the day with a framework that
orders a young child's world. When routines and procedures are carefully taught, modeled, and
established in the classroom, children know what’s expected of them and how to accomplish
tasks independent of the teacher. “Routines help to promote internalization” (Byrnes and Wasik,
2009, p.347).
Early Childhood
Practices Guidelines
● non-verbal signs and cues
● Daily rule review
● Set clear expectations for students.
● Be flexible and opportunistic

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● Regular restroom visits
● Line up Procedure (walk, hips &lips,
oder)
● Carpet Procedures (sit criss cross;
hand in lap, back tall, ears on)
● Be consistent and practice daily
● Consider problem areas
● Include steps for each task
Adolescent
Practices Guidelines
● Weekly Rule Review
● Student developed rules
● Morning Bellwork/Journal
● Assignment Turn In Procedure
● Engage students in meaningful reading
and writing on a consistent basis
● Maintain understanding of rules
● Provide student with early-finisher
activities.
Classroom Configurations
Evidence-Based Explanation
The way in which the students group the students for instructional purposes that help to support
academic growth based on student need and progress. The five basic grouping plans are whole
class, small heterogeneous groups, small homogeneous groups, pairs, and individual work.Whole
class instruction is generally used to introduce new ideas, concepts, skills, or strategies that are
new to all or nearly all of the children in the classroom” (Paratore, 2000, p.3). Struggling readers
should be grouped with the whole class when a new topic is introduced. They should be paired
with a more capable peer for reinforcement purposes and to increase fluency through choral
reading. They should be grouped with readers at their own level for small group intensive
instruction. Teachers need to consider the student when making decisions about how to group for
maximal learning. Teachers need to consider what will give kids the most practice and
interaction to meet the learning goal. Teachers need to know when to change groups and this
comes from evidence that is observed, document, collected, and reviewed. Classroom context
must mimic real world context; they must know how to use reading and writing to get things
done outside the classroom.
Early Childhood
Practices Guidelines
● Whole group
● Small Group
● Independent
● Group students based on interest or
needs.
● Provide students with guidance

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● Cooperative Learning Pairs ● change groups based on observable
behavior
Adolescent
Practices Guidelines
● Whole group
● Small Group
● Independent
● Cooperative Learning Pairs
● Design content area to meet student
needs.
● Group students based on interest
● Encourage collaboration
● group students for maximal learning
● Provide conference opportunities with
feedback and constructive criticism.
Handbook Evaluation Form
Please circle yes or no to respond questions 1-6.
1. This handbook is aesthetically appealing.
yes no
2. This handbook is well organized and easy to follow.
yes no
3. This handbook is easy to understand.
yes no
4. This handbook is useful.
yes no
5. I learned information and strategies to aid in my literacy instruction that I did not know
already.
yes no
6. I would recommend this handbook to others.
yes no

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Please provide a written response for questions 7-10.
7. What information and strategies did you find most helpful?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8. What will you implementing within your classroom as a result of reading
this handbook?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
9.What information and strategies did you find least helpful?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10. What topics or information should be included to make this handbook better?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Additional Notes:_______________________________________________________
_____________________________________________________________________
Conclusion
Handbook Project Reflection
This project has really opened me up a great deal. As evidenced by this project, I have found that
there is a plethora of information out that supports a balanced comprehensive literacy program. It
has been made more evident through my research and efforts that learning involves conceptual
change, therefore we need to establish instructional frameworks that stress relevance.
I learned that the world of literacy expands so far beyond reading and writing to include various
components that need to be nurtured so that students grow into a literate individual. I have
learned that it is important to let students engage in learning experiences that sense out of what
they are learning. Additionally in my research, I found that while whole group instruction is
important, it merely serves as a means to introduce new materials to the entire student body.
Students actually take away more meaning when they have the opportunity to work with the
teacher one on one or in small groups with each other or a partner.
I found that educators serves as a model for literacy for students. We must hold high
expectations for their students while providing them with a literacy rich environment in which

24. 24
they can construct meaning through educational experiences. Instructional routines that tap into
reading and writing are necessary. Research is key in developing a comprehensive literacy
program. I have found that from research, to truly implement a comprehensive literacy program,
educators must be well versed in various evidence based methods for reading instruction. More
than anything, this project has allowed me to build confidence in myself as an educator and in
my ability to provide myself and colleagues with information to improve literacy in our school
and district.
I found that programs that incorporate pleasurable literacy experiences create interest in and
enthusiasm for books which in turns increases children’s voluntary use of books. Expectations
that educators set for reading often contribute to engagement and engagement. When teachers
encourage students to make their own discoveries while reading then the result is engagement.
Thus the reading experiences that teachers provide students ultimately influence a student's
motivations to read.
Changes and Enhancements
As a reflective practitioner, I realize that there are always areas of improvement as I am learning.
After critically reflecting on this project, I find that there are strategies that I would like to
employ to enhance literacy instruction in my classroom. Tabled below you will see changes that
I would like to make to enhance my literacy instruction.
Change Rationale
I will be setting up various libraries to include
not only general themes but also books
organized by: genre, student interest, and
them. I also plan to switch out the books in my
library to keep students engaged.
“To ensure continued interest, the teacher
must introduce new books and materials and
recirculate others in the library corner. ”
(Morrow, 2012, p.326)
I will be incorporating the use of Dramatic Play
as a literacy center for student use.
“Froebel emphasized the importance of play
in learning.” (Tracey & Morrow, 2012, p.26)
“We must continue to implement literacy
learning through play.” (Morrow, 2012,
p.348)

25. 25
I will be including vocabulary more explicit
opportunities for vocabulary instruction in my
classroom both directly and indirectly.
“Research shows a higher vocabulary can
help predict students that will comprehend at
a higher level.” (Duke, 2005).
I will be partnering with a 5th grade teacher to
incorporate buddy reading in my classroom.
“When the effects of [buddy] reading were
investigated; [it was] found that
improvements in oral reading in fluency
were reported.” (Tracey and Morrow, 2012,
p.140)
I will be encouraging more choice writing in
my classroom as well as the use of writers
workshop to develop published works.
“Choice instills intrinsic motivation as it
allows children to play and active role in
their educational experience, as well as
explore topics of personal interest.”
(Morrow, 2012, p.319)
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Beaty, J. (2006). 50 Early Childhood Guidance Strategies. (1st ed.). New York, NY: Pearson
Education, Inc
Byrnes, J.P., & Wasik B.A. (2009). Language and Literacy Development: What Educators Need
to Know. (1st ed.). New York, NY: The Guilford Press.
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26. 26
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Tompkins, G.E. (2003). Literacy for the 21st Century: Teaching Reading and Writing in
Prekindergarten through Grade 4. Upper Saddle River, NJ: Pearson Education
Tracey, D. H., & Morrow, L. M. (2012). Lenses on Reading: An Introduction to Theories and
Models. (2nd ed.). New York, NY: The Guilford Press.
Tunnell, M. O., Jacobs, J. S., Young, T. A., & Bryan, G. (2012). Children's Literature, Briefly.
(5th ed.). Boston: Pearson Education, Inc.

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