Maine Department of Education 2005

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Maine Reading First Course

Session #5Instructional Frameworks for

Comprehensive Literacy Programs

Maine Department of Education 2005

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Key Learning Goals Session 5

Instructional Frameworks for Comprehensive Literacy Programs

Learn frameworks for modeling literacy behaviors and for scaffolding children as they learn to read and write.

Begin to learn how to match components of literacy frameworks to students’ demonstrated needs.

Maine Department of Education 2005

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Can you read this????

Try to read the story that has been provided to you.

What would help you to read this story?

Maine Department of Education 2005

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Balanced Literacy Framework Components

Level of Teacher Support

Reading Writing

High Read Aloud Write Aloud

Medium Shared Reading Shared and Interactive Writing

Medium Guided Reading Guided Writing/Writing Workshop

Low Independent Reading

Independent Writing

Maine Department of Education 2005

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Read Aloud Teacher provides full support

Usually a whole/large group activity

Provides a fluent reading model while promoting listening skills and increasing vocabulary, sense of story, & language syntax

Builds readers’ enjoyment of story and sense of community

Maine Department of Education 2005

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Shared Reading Teacher provides high levels of support

Can occur in large or small group settings with big books, charts, individual copies of texts, etc.

Teaches use of strategies and skills in context

Provides opportunities for children to participate and act like readers

Maine Department of Education 2005

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Guided Reading Teacher provides some support

Occurs in small, homogeneous groups in which each child has a copy of the text

Teaching points can be made before, during, and after reading based on student needs and text challenges

Provides opportunity for students to apply reading strategies and problem solve to create meaning from unseen texts

Maine Department of Education 2005

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Independent Reading Little or no teacher support is needed

Students read independently or in partners

Opportunities are provided for self-selection of text and independent application of reading strategies

Fluency and confidence are promoted through rereading and sustained reading

Maine Department of Education 2005

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Language Experience or Shared Writing

Teacher provides full support

Teacher and children work together to compose messages and stories while the teacher acts as the scribe so all children can see the print

Models concepts of print and construction of text

Brings student attention to letters and words

Models enjoyment and purpose in writing

Can occur in large and small group settings and even with individuals

Maine Department of Education 2005

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Interactive Writing Teacher provides high levels of support

Teacher and children compose together with a “shared pen.”

Students gain practice in hearing and writing the sounds in words and the building up and breaking down process

Provides opportunities for the creation of reading resources for the classroom

Can occur in large and small group settings and even with individuals

Maine Department of Education 2005

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Guided Writing or Writing Workshop

Teacher provides some support

Teacher guides the process by providing instruction through mini-lessons, workshops, and individual conferences

Provides demonstration and explanation of the wiring process: drafting, revising, editing, conferences, publishing

Students become aware of their audience, purpose, spelling, punctuation and grammar skills

Children engage in writing a variety of texts

Maine Department of Education 2005

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Independent Writing Little or no teacher support

Children write individually or with others to produce a variety of writing

Teacher may be observing and interacting or involved in small group instruction

Opportunities are provided for a wide range of writing functions, genres and the application of strategies

Students write for real purposes, allowing for opportunities of self-evaluation

Maine Department of Education 2005

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Matching Texts, Readers, & Approaches Activity

Maine Department of Education 2005

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3—2—1

3—things worth remembering

2—things to learn more about

1—burning question