Key Componentsin a Balanced Program

• To•With•By

• Reading Aloud• Shared Reading• Guided Reading• Independent

Reading

Tips for Reading Aloud

• Shorter pieces scattered throughout the day• Intentional exposure to other genres and texts• Intentional links on which to build instruction• Use to expand the vision what texts are• Use to expand the vision of who readers are

Instructional CycleInformed by Assessment

PlanInstruction

ModelGuidedPractice

Practice and Application

Assessment

Cognitive Dimensions

• Phonemic awareness• Concepts of print• Alphabetic knowledge• Word level strategies• Vocabulary• Fluency• Comprehension strategies• Overall reading level

Affective Dimensions

• Do your learners think they can succeed?Identity, self-efficacy, expectancy

• Do your learners want to succeed?Motivation

• Do our learners know what they need to do to succeed?

Internal locus of control, internal reasons, self-regulatory, Pro-social behaviors

One Key Fundamental…

We help shape our learners’ identities as a readers and

writers

The Role of Identity in Reading

• Students construct their identities as readers at an early age.

• Reading identities are often constructed in terms of skills with little attention to the social and cultural factors that can influence individuals’ reading development.

• Students’ understandings about who they are as readers contributes to their beliefs about what they can or cannot do with texts.

A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and

Whole Language Classrooms

“[A]cquiring the disposition for learning may be the most critical occurrence in the early grades…the prognosis for children who are engrossed in books at the first grade level and who think of themselves as readers and writers and are mindful of their weaknesses appears hopeful…those who in first grade have already disengaged from literacy instruction appear to have already begun the pattern of turning away from school.”

Karin L. Dahl and Penny A. Freppon in Reading Research Quarterly, (Jan/Feb/Mar, 1995), pp. 50-74

Anything but Lazy: New Understandings about Struggling Readers, Teaching and Text”

by Leigh Hall2006 IRA Outstanding Dissertation

Conclusion:

The ways in which each student transacted with the reading task demands of his/her classroom were influenced by:

• his or her perceptions of his or her abilities as a reader,• how he or she wanted to be seen as a reader and• his or her desire to comprehend and learn from text.

Language Arts

Receptive• Reading• Listening• Viewing

Expressive• Writing• Performing• Producing

All built on oral language

Writing Instruction

Product---------------Process

Process approaches

• 6 Traits plus One (Ruth Culham)• Inquiry Processes (Katie Wood Ray)• Units of Study (Lucy Calkins)• Workshop Approaches (Donald Graves)

6 Traits plus 1

• Voice• Word Choice• Ideas• Organization• Conventions• Sentence Fluency• Presentation

Inquiry

• Immerse• Discover• Emulate• Innovate• Personalize

Units of Study

• Focus• Expose• Experiment• Enhance• Integrate

Workshop

• Focus Lesson• Status of the Class• Draft• Revise• Edit• Polish/publish• Share

Key Componentsin a Balanced Program

• To•With•By

• Reading Aloud• Shared Reading• Guided Reading• Independent

Reading

Why whole group instruction?

Why not whole group instruction?

Accelerating Growth

Whole GroupUniversal Instructionwithin the classroom

DifferentiatedInstruction in Small Groups

within the classroom

DifferentiatedIntervention with Individuals

within the classroom

Intensive/OutsideIntervention

Why whole group instruction?

Why not whole group instruction?

Elements Common to All Models

Frontloading• Time invested on the front end of the lesson guarantees that more

students will be better able to work independently away from you

• Gradually turn over the responsibility for the reading and responding to the text over to the students by moving from modeling to guided practice to independent practice.

• Make sure the purpose and directions for independent reading and writing are clear for all students before turning over the activity to students and starting any instruction with a small group

Do-able Differentiation, p. 29

Frontloading

• Develop background knowledge• Activate schema• Generate interest• Address skill needs• Set a purpose

Box One Box Two Box Three

Box Four Box Five Box Six