2. Historical Perspective
Phonics Instruction
• Significant benefits for students in kindergarten through 6th grade
and for children having difficulty learning to read.
•First graders who were taught phonics systematically were better able
to decode and spell, and they showed significant improvement in their
ability to comprehend
•Older children receiving phonics instruction were better able to
decode and spell words and to read text orally, but their
comprehension of text was not significantly improved.
•Across all grade levels, systematic phonics instruction improved the
ability of good readers to spell.
•Strong rote skills
3. Whole Language Instruction
• Focus on making meaning in reading and expressing meaning in writing
• Focus on motivational aspects of literacy, emphasizing the love of
books and level-appropriate student materials
• Reduced emphasis on other skills, besides phonics, that are usually
not linked directly to developing meaning, such as grammar, spelling,
capitalization and punctuation.
• Reading is a natural process, much like learning to speak. Children
exposed to a great deal of authentic, connected text will become
literate without much explicit instruction in the rules and
conventions of printed text
• Learners who see the big picture
4. Balanced Literacy
• Combines phonics instruction
with whole language
approaches
• Also combines elements of
reading and writing instruction
into one program. Reading
skills affect the development of
writing skills and vice versa.
• Includes elements of word
study, guided reading, silent
sustained reading, interactive
writing, and grammar and
spelling
5. Components of the Reading Portion
• Reading aloud - often ignored
at the middle school level
• Shared reading
• Guided reading
• Mini-lessons related to reading
skills or strategies with small
groups
• Reading workshop which
centers around silent
sustained reading of self-
selected materials
6. Reading Elements Clarified
• Reading Aloud
Ranging from 10-20 minutes per day. Material is above the grade level of the students.
Students can hear advanced syntax and vocabulary. Teacher think aloud, modeling voice
and fluency in writing, is part of reading aloud.
• Shared Reading
T he students and the teacher read text aloud together. At the middle school level this
should occur 2-3 times weekly. All students need a copy of the text or need to be able to
read an enlarged version of the text. It promotes sentence fluency. Choral reading,
readers' theater, oral interpretation, chants and songs are examples of shared reading.
• Guided Reading
Small group instruction with four to eight students grouped according to
their instructional reading level, lasting for 20-45 minutes. The groups
change frequently based on student growth. The teacher introduces the
text, activating students' prior knowledge. The students read the text.
Teacher modeled, shared, partner, silent, popcorn reading strategies may
be used. Inquiry studies, writing activities, graphic organizers often
accompany guided reading lessons
7. Reading, cont.
• Literature Circles
A small group of students (4-8) select a book
(fiction/nonfiction) to read and share through
discussion. Each student is assigned a literature
circle jobs or role. The teacher promotes a higher
order thinking that builds context, interpreting,
synthesizing and evaluating skills through
questioning and prompting collaborative discussion.
• Readers' Workshop
Readers' Workshop is a philosophy and a classroom
structure. Readers' Workshop should be practiced at
least weekly. A Readers' Workshop has four
components: Time, Ownership, Sharing and
Community . Students must have consistent time,
must be able to select some of their own work and be
committed to it, must share aloud using the
curricular standards of speaking and listening, and
must feel a part of a safe classroom environment.
Readers' Workshop begins with a minilesson where
the teacher models what effective readers do when
they read .Then students go into a USSR structure,
practicing the lesson individually and independently.
8. Reading, cont.
• SSR
• Sustained Silent Reading is a daily scheduled block of
time (10-30 minutes) when students read self-selected
material. A proficient reader reads about 45-60 minutes
daily and 2 million words yearly.
• Homework
SSR extends into homework by assigning 15 - 45 minutes
of accountable reading as regular homework. Students
who read at home are more successful in spelling,
grammar, vocabulary growth, reading fluency and content
knowledge.
9. Skills Embedded in Balanced
Literacy Instruction
• Intermediate Reading Workshop Writing
Workshop • Skills and Strategies Taught During
• Independent Reading Reading and Writing
• Guided Reading • Phonemic Awareness/Phonics
• Literature Study • Word Analysis / Spelling
• Independent Writing • Handwriting
• Guided Writing • Comprehension
• Investigations • Fluency
• Language / Word Study • Vocabulary
• Interactive Read Aloud
• Word Study
• Modeled or Shared
Reading/Writing
• Readers’ Theater/Process Drama
• Choral Reading
• Poetry Sharing/Response
• Interactive Edit/Vocabulary
• Test Reading & Writing
10. Components of the Writing Portion
• Shared writing where the
teacher and students
work together to compose
a piece
• Interactive writing
• Guided writing
• Independent writing.
• Allows students choice in
format and theme for
independent writing
11. Writing Elements Clarified
• Interactive Writing or Guided Writing
The teacher models the minilesson or focus skill. Mini lessons might include the Six Traits of
Writing (idea, organization, voice, sentence fluency, word choice and conventions) and are
practiced during interactive writing. Interactive writing is teacher directed with a focus lesson..
• Writers' Workshop
The Writers' Workshop allows students to use the writing
process- drafting, revising, editing -which matches the Six Traits of Writing. The teacher models a
short lesson showing students what effective writers do when they write . The teacher offers a
prompt/idea. Students go into a SSW structure, practicing the lesson individually and
independently. Student work is collected in a portfolio. A Writers' Workshop classroom has a
publishing center that contains appropriate tools and supplies- paper, card stock, word
processors. Students are given a variety of avenues to publish their work. The writer himself edits,
seeks peer editing, and finally the teacher edits, before the student creates the final draft.
• SSW
Sustained Silent Writing (or independent writing) is a daily opportunity to practice the skills
introduced in minilessons ,. To allow students more ownership and commitment, students choose
their own topics and audiences within teacher-assigned modes. The writing process is practiced
during SSW with students writing rough drafts, editing and publishing some pieces.
12. Writing, cont.
• Modeled Writing
Teachers demonstrate strategies as proficient adult writers.
Teachers model the writing process to add, revise, ask questions,
clarify, and edit..
Shared Writing
Shared Writing provides an opportunity for all students to
successfully participate in the writing process. The students and
teachers share the task of writing. The writing comes from the
students' thoughts and ideas. Teachers identify and discuss with
students the conventions, structures, and language features of
written text. This allows a student to access writing beyond what
he/she may be able to do independently while providing models
of different genres.
Guided Writing
After determining through observation of student behavior and
work, the teacher works with a group or an individual student on
appropriate effective writing strategies. These strategies and
skills are demonstrated within authentic writing tasks that allow
students to develop independence and to increase their skills in
self-monitoring or writing.
