The document discusses fostering literacy independence in students through a pathway that moves from modeled instruction to shared instruction to guided practice and ultimately independence. It emphasizes establishing a gathering place for initial instruction before releasing students to share their thinking. Specific instructional approaches are outlined, including modeled/shared reading lessons, guided practice in small groups, and establishing specific times for independent reading, buddy reading, listening to reading, writing, and word work using approaches like The Daily Five.

1. Presented by Angela Maiers Fostering Literacy Independence

2. Teaching With Purpose How is what I am having children do today creating powerful readers, writers, and thinkers for tomorrow?

3. Modeled Instruction : Direct, Explicit Instruction Shared Instruction : “ Shared” Comprehension Guided Practice: Practice with my support Independence!! THE PATHWAY TOWARDS INDEPENDENCE

4. Establishing a Gathering Place Gathering kids in front for instruction, releasing them back to share their thinking represents the steady flow that’s at the heart of effective teaching and learning Harvey and Godvous, Strategies that Work (p.31)

7. Modeled and Shared Instruction Time: Daily 10-15 minutes Focus: Comprehension! Strategy Work Genre and Author Awareness Fluency Word Solving in Context Whole Group

8. Early Reading Lessons Early Print Concepts-Book Handling Directionality One to One Matching Letter ID Letter, Word, Sentence Awareness Link of Sound/Symbol High Frequency Words Fluency Phrasing Reading Enjoyment Reading Cues (M, S, V) General Reading Behaviors

9. Large Group Makeover Materials Friday Thursday Wednesday Tuesday Monday

10. Guided Practice Small Group

12. Independent Reading Reading Practice

13. Specific Time 10-15 min DAILY Independent Level Real Reading CONFERENCE!!! Anytime Any Amount Any Book Any Behavior No Conference Independent Reading DEAR TIME/SSR

14. Free Choice Reading Reading Center

15. Three Ways to Read to Self Read and talk about the pictures Read the Words 3. Retell a book you know

20. It is not enough to be busy, so are the ants. The question is: What are we busy about? Henry David Thoreau Independent Practice

21. Independent Practice What do we need them to get good at?

22. You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

23. You Read To Yourself

25. I I choose a book P Purpose-Why do I want to read this? I Interest-Does it interest me? C Comprehend-Can I understand? K Know-I know most of the words I PICK

26. The Shoe Lesson (adapted from The Daily Five: p.31)

29. You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

30. Read and Talk to Someone Buddy Reading Big Book Reading: “Say Something” Dramatic Retelling Story Sequencing Read the Room

31. Buddy Reading Reading Center

32. Big Book Reading Reading Center

33. Dramatic Retellings Oral Language

34. Oral Language Story Sequencing

35. Read the Room Reading Center

36. You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

39. Listen and Read You could… Listen and Visualize/Sketch Listen and Retell Listen and Write Listen with a Partner-”Say Something” Listen and Respond Listen and Act Out Listen and Re-listen

40. Materials for Listening Books on Tape (Fiction and Nonfiction) Poems on Tape Songs/Chants on Tape Guest Speakers Authors Reading Surprise Voices Individual Headphones Response Materials

41. You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

45. You read to yourself You read to/with someone else You listen to reading You write You do word work The Daily Five

46. Word Work for Grades K-2 Learning the Letters Learning the Words Phonological Awareness TOGETHER: These lead to an understanding of the alphabetic principle ( the relationship between the letters and the sounds)

47. ENVIRONMENT MATTERS!!!

48. Learning the Letters The letter name The letter formation (physical movement) The sound the letter represents The sound the letter represents when it is located in a word with other letters The features of a letter that make it different from every other letter The direction that the letter must be turned in order to preserve the name(b,d,m,n,) Some letters are doubled in words Some letters appear often together There are different types of letters(cap,lc, cons, vowel)

49. Writing center

50. Letter Sorting Activities Letter Play Practice with Names Overhead center Word Work Word Work Word Work

51. Letter Play Letter Formation Alphabet Sequence Word work

52. Letter Play ABC Books and ABC Collage Word work

53. Learning the Words

54. Where To Begin? NAMES They are most personal. Children should learn their own names Names of everyone else in the class. Label cubbyholes. Use name cards. NAME CHART!

55. Understanding Around Names Include: My name is a word A word is a sequence of letters that go together The letters in a word progress in a certain direction Words have meanings Words are written the same way every time Words are defined by white space ion either side Other words start/end like my name I can say a word and connect sounds to it Words can be put together to make a message Words have different meanings when put together with other words

56. Name Chart A arron Grayson Matt Rodney A lex Gabriel Marcus Rebecca A ndy Rachel Cameron Isabelle Octvious Steven Christi Ike Santana Deb Kathryn Peter William Dee Kaitlyn Pam Erin Lindsey Yvette Eric

57. Write the students’ first name (with last initial if two names are the same) on sentence strips. Let the students watch you write their names and have them spell their names if they can. Display the names in a pocket chart or other board. As you put the names up, comment on letters shared by certain students or other common features. Ask for volunteers to come and find a name they can read.” (Cunningham, 2000, pp.26-30) . Names: “ Getting to Know You ” Kristi

58. High Frequency Words Word Play Word work

59. Search and Tally Word Play Big book center

60. Reading Masks me the

61. Word Play Room Hunt

62. Word Hunts Students look for other words that follow patterns they are studying Provide newspaper for hunts Other sources include trade books, big books and environmental print They may record hunts in their word study notebooks

63. Sentence Book Match Sentence Play

64. Word Play Word Wall Activities

65. Critical Attributes of a Word Wall In a position that is easy to see from anywhere in the room Words printed in large easy to read letters Contains high-frequency and commonly misspelled words (content words and vocabulary should be somewhere else) Cut the shape of the word

66. A always about around

67. Ways to Make Your Word Wall Stand Out Use black bulletin board paper for the background Write the words on blank, white index cards with bold colors (Mr. Sketch or other bright markers) Put your alphabet letters in yellow or another bright color so they will stand out

68. Word Play Alphabetical Words

69. Word Play Word Sorts

70. Closed Sorts Students sort their words by criteria set by teacher. gray brake bait clay plate trait say cape brain stay blame chain vy ay cvce aCe cvvc ai

71. Open Sorts Students work alone or in partners to sort their word cards into new categories. Collected words from word banks can be used for this sort as well flake safe brain brake flake trait plate plate gray clay cake stay blame bake blends making a cake

72. Blind Sorts Blind sorts students are in pairs or small groups one students calls words that are hidden from other students other student(s) spells the word and places in the proper category according to pattern

73. Speed Sorts Speed sorts students sort word cards as quickly as possible may work in partners, small group or alone have timers available for those who like to time themselves this activity builds automaticity in recognizing word patterns

74. Other Activities Alphabet strips for alphabetizing words bingo boards where students look at a picture card and cover their boards (blends, short vowels, long vowels, number of syllables, etc.) word building with cards that have onsets on one card and rimes on another

75. Materials for Word Work Name charts Alphabet charts Magnet Letters-different sizes, shapes, style Individual Letter Books Magna Doodle ABC stickers and pictures Pipe cleaners, wick sticks to form letters Letter and word tiles ABC Games and Songs Letter and word stamps Letter and Word Cards/pictures for sorting Word Games-Scrabble, Bongo White boards Magnetic Letters Wikki Sticks Clay Sandpaper Letter stamps Colored Markers