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Literacy Model for Candler County Schools. Learning To Read. Elementary Grades K-5 Four Blocks Literacy Model GPS Framework Harcourt Reading. What are the Four Blocks?. Guided Reading Before During After. K-5 Reading to Learn. Word Works Vocabulary instruction - PowerPoint PPT Presentation
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Literacy Modelfor Candler County Schools
Learning To Read
Elementary Grades K-5 Four Blocks Literacy Model GPS Framework Harcourt Reading
What are the Four Blocks?
Guided Reading Before During After
K-5 Reading to Learn
Word Works Vocabulary instruction Phonics instruction Building words
K-5 Reading to Learn
Writing daily Using a graphic organizer Process write Summarize to show what was learned Conference with 5 students a day about
their writing
K-5 Reading to Learn
Self-Selected Reading Sometimes called Reading Workshop Students read silently Teacher conferences with students and
listens to 5 students a day read Teacher discusses strategies that good
readers use
K-5 Reading to Learn
Teacher Read Aloud Teacher reads a book aloud each day to
students for about 10 to 15 minutes
Four Blocks Scheduling
Four Blocks should be done daily. It may take all day to get through the entire 4 components
In Results Now, Michael Schmoker explains what he believes to be the route to achieving unprecedented gains in student achievement. His conclusions center around two main points:
literacy and professional learning communities.
He believes that the key to success in all areas is the ability to read. In addition, he believes that teachers already have the knowledge they need to make great strides in aiding student achievement if they would only create the structures that would allow them to share their knowledge effectively.
To what degree have students in your school been formally taught how to read
text while reflecting on their reading (metacognition)?
There seems to be a disproportionate number of students in many districts who lack reading comprehension. Michael Schmoker
How many minutes a day do students in your school actually read or reread?
In what ways are students at your school encouraged to write?
Are you satisfied with reading instruction in your school?
How many students are succeeding in the subjects I teach?
Within those subjects, what are the areas of strength or weakness?
What is academic literacy?
Across all content areas students should be able to…
Read Write Listen/view Discuss/present Think critically and creatively Use language and vocabulary to read and comprehend text
to support the learning of content
Reading comprehension strategy instruction Writing instruction Opportunities for listening and viewing Opportunities for deep discussion and
presenting Instruction in use of higher-order thinking
skills
If someone came to my room looking for a literacy-rich classroom, what would they see/not see?
The Strategic Teacher…
Plans lessons with the learning outcome in mind. The outcomes of strategic lessons move students toward mastery of content standards.
Supports students with instructional strategies that are used within a best practices framework. Examples of best practice frameworks are the before, during, and after framework and the gradual release framework.
The Strategic Teacher…
Facilitates engaging lessons during which students have the opportunity to read, write, listen and view, discuss and present, think critically and creatively, and use rich language and vocabulary.
Planning Template for Connecting Before- During-, and After-Reading Strategies
Name of Lesson: Grade Level: Content Area:
Instructional OutcomesContent Learning Outcome(s):Content Standard(s):
Literacy Support Strategies & InstructionBefore Reading/Learning:
• Literacy Outcome:
During Reading/Learning• Literacy Outcome:
After Reading/Learning:• Literacy Outcome:
How will I assess learning for this lesson? (Note: assessment can be used to plan next steps and does not need to be graded) What will I do in subsequent lessons?
Reading to Learn
Grades 6-12
Daily Structure should include for all content: Before Teaching Activity During Teaching Activity After Teaching Activity
Consider the purpose of before reading
Teacher Instructional Practices Student OutcomesTeachers must: Help students activate their prior
knowledge. Help students establish purposes
for reading. Encourage students to generate
questions. Ask students to make predictions
about text. Help students construct graphic
organizers. Connect reading and writing.
Students will: Brainstorm concepts and key words
and ideas. Establish reading goals based upon
purpose for reading. Turn headings into questions. Predict and verify based on scan or
preview of content. Construct a graphic organizer based
on text structure to use during reading.
Write in a journal, vocabulary notebook, or other forms to connect with the text to be read.
Adapted from Fuentes 1998, 83
Consider the purpose of during reading
Teacher Instructional Practices Student Outcomes
Teachers must: Model metacognitive and
cognitive processes. Verify and/or formulate
predictions. Help students integrate new data
with prior knowledge. Get students to think about what
they are reading. Help students construct graphic
organizers. Summarize text. Read aloud. Think aloud.
Students will: Find answers to self-initiated
questions. Read silently. Read with a partner. Predict and verify. Re-read if necessary. Take notes. Construct and use graphic
organizers.
Adapted from Fuentes 1998, 83
Consider the purpose of after reading
Teacher Instructional Practices Student Outcomes
Teachers must: Encourage students to reflect on
what they read. Prompt students to evaluate
predictions. Encourage students examine
questions that guided reading. Require students to respond to text
through discussion. Require students to respond to text
through writing. Encourage retelling or summarizing. Connect writing to reading.
Students will: Discuss. Debate. Respond to questions. Verify predictions. Construct a graphic organizer. Write in a journal. Retell. Summarize. Role play. Research. Read related materials.
Adapted from Fuentes 1998, 83
Do I use a gradual release framework?
New skills should always be taught or modeled explicitly.
The four steps I plan to use:1. Introduce the skill2. Model the skill3. Guided practice with feedback4. Independent practice and
application
Vocabulary activities in the lesson should…
Encourage rich discussions about the meanings of unfamiliar words.
Help students to make connections between new words and familiar concepts.
Encourage students to use words in context. Help students to analyze word parts. Support active student engagement with
gaining word knowledge and understanding.
Students write: Position statements Summaries Journal entries Comparison/contrast papers Cause and effect statements Research papers I-search papers Pamphlets Explanations
The strategic lesson provides opportunities to make the reading/writing connection when…
Basically, 6-12 Teachers shouldPlan Strategic Lessons
What should students be able to do as a result of the lesson? Did they meet those outcomes?
Was there a clear purpose for each strategy chosen—pre, during, and post?
Did I follow (or begin) a gradual release process for each strategy?
Quick Review: Planning Strategic Lessons
Did I provide opportunities for students to: Read? Write? Listen/view? Discuss/present? Think critically and creatively? Use language and vocabulary to read and comprehend
text to support learning every day while actively involved in the learning process?