Planning Literacy Instruction

EDC424

Dr. Julie Coiro

Today’s Objectives

1. Phonics Patterns: Understand vowel patterns with open and closed syllables

2. Examine components of balanced literacy instruction in relation to The Reading Process outlined in Tompkins Chapter 2

3. View and reflect on examples of each component of balanced literacy instruction

Read Aloud/Modeled Reading Modeled Writing

Shared/Interactive Reading Shared Writing

Guided Reading Interactive Writing

Independent Reading Guided Writing

Home School Connection Independent Writing

Balanced Literacy Approach

A flexible framework emphasizing oral language, integrated thematic instruction, and gradual release of responsibility with components that include…

Cunningham & Allington, 2007; Fountas & Pinnell, 1996; Tompkins, 2010

Reading Instruction

Effective reading instruction gradually releases responsibility from teacher modeling to student independence– Modeled reading (teacher does all work to explicitly model)– Shared reading (teacher does most work but students do tiny

pieces and exchange ideas)– Interactive reading (teacher and students do together) – Guided reading (student does most work and teacher guides

with prompts and scaffolds – think queries and follow-ups) – Independent reading (student does all work)

Successful readers use five essential skill sets: – Phonemic Awareness and Phonics; Automatic Word

Identification; Fluency; Vocabulary; and Comprehension

The Reading Process(Across a lesson)

Effective reading instruction involves students in activities that TEACH, PRACTICE, and APPLY these skill sets. – Stage 1: Pre-reading – prepare readers – Stage 2: During reading - reading, thinking, discussing – Stage 3: Responding - writing, discussing– Stage 4: Exploring – focus on words/teach mini-lessons– Stage 5: Applying – extend & reflect

Your Tompkins textbook uses these pieces in a lesson plan

Pre-Reading Instruction

Activates background knowledge – introduce new words or experiences they might

encounter and connects with their knowledge

Sets an explicit purpose (teacher or student)– Motivates and helps students monitor their

understanding in relation to goals

Sets a plan for reading – Depends on structure (fiction or nonfiction) &

purpose (e.g. preview, anticipate, predict)

Examples of Pre-Reading

(Before Small Group Guided Reading Instruction)

Emergent: Kindergarten

Beginning Reader: Grade 1-2

Fluent Reader: Grade 3

CANADA Online Workshop Series

During Reading Instruction

Shared reading: Read-aloud appropriate for interest, but too hard for decoding

Interactive read-aloud: Read-aloud with developmentally appropriate texts as students actively participate

Guided reading: Work with small group at same level – students can read books with 90-94% accuracy = instructional level – new or revisit texts – every child has a copy of the book

Buddy reading: Read or reread with scaffolding from their peers – need instruction on how this works

Independent reading: Read silently at own pace

Responding

Writing in reading logs or learning logs (revisiting, reflecting, elaborating, drawing)

Participating in discussions – grand conversations – Share personal responses, ask questions

Exploring

Reread the selection (with partners or independently) to focus on big ideas, reflect on story elements (characters, problem/solution, plot sequence or theme)

Teach mini-lessons (connecting concepts, visualizing, reflecting, etc)

Focus on Words and Sentences (WORD STUDY!)

Applying

Extend, reflect, and apply in open-ended projects, reader’s theatre, internet activities, drawing, adapt text in their own version, etc., etc.,– center, partner, small group activities

Read Aloud/Modeled Reading Modeled Writing

Shared/Interactive Reading Shared Writing

Guided Reading Interactive Writing

Independent Reading Guided Writing

Home School Connection Independent Writing

Balanced Literacy Approach

A flexible framework emphasizing oral language, integrated thematic instruction, and gradual release of responsibility with components that include…

Cunningham & Allington, 2007; Fountas & Pinnell, 1996; Tompkins, 2010

Phases of Reading Support(see wiki for links)

What is the purpose of each phase?

What instructional practices/considerations are important in each phase?

– Read-Aloud

– Shared Reading

– Interactive Reading

– Guided Reading– Independent Reading

Guided Reading

We hear the term guided reading, what does that mean?– The teacher works with a small group of student

and « guides » them through the reading process.– Usually, students are reading books that are

appropriate to their reading level, rather than everyone reading the same book

– Focuses on problem solving (difficult words, structure, comprehension) teaching students how to monitor their reading and adjust when necessary

Before Reading During Reading After Reading

Teacher •Selects an appropriate text (instructional level—supportive, but students will need some scaffolding)•Introduces the text•Leaves some questions to be answered through reading

•“listens in” as students reading•Observes reading behaviors•Assists students with areas of difficulty•Takes notes on strategy use, word solving, etc.

•Discusses text with students•Invites response•Returns to text for one or two teaching opportunities (e.g. finding evidence, discussing problem solving (for words or comp)•Assesses understanding•Possibly engages students in extending the text

Students •Engage in talk about the text•Raise questions•Build expectations•Notice information

•Reading whole or part of text (softly or silently)•Request help when needed

•Discuss the text•Check predictions/react personally•Revisit text to problem solve•May re-read (to partner or independently)•Extend text

What happens during Guided Reading?

During Reading Practices

Phases of Writing Support

What is the purpose of each phase?

What instructional practices/considerations are important in each phase?

– Modeled, Shared, & Interactive Writing

– Interactive Writing In Action

HOMEWORK• Wed-Thursday:

• Read Beck & McKeown: Text Talk Article (Storybook Reading and Discussion)

• Short Reflection (on wiki) • Friday-Monday:

• Finish Literacy Photo Journal• Read WTW, Chapter 6 (Within Word

Patterns – the phonics patterns from last week) - NO FLUENCY READINGS!

• Heads-up: Oct. 30 (Elementary Spelling Inventory Due – p. 319)