Union County Schools Literacy Framework 5K

2005-06

A Plan for Balanced Literacy and Best Practices for

Our Children

Foundations of Literacy

Oral Language Development

Literacy and Play

Literate Environment

Building Community

Letter Formation and Directionality

Balanced Literacy- Reading

Read Aloud

Shared Reading

Mini-shared Reading

Guided Reading

Independent Reading

Balanced Literacy - Writing

Modeled Writing

Shared Writing

Guided Writing

Independent Writing

Foundations of Literacy

What does it look like in your classroom?

Oral Language DevelopmentThe use of poems, rhymes, songs

Retelling stories from memory or from pictures

Acting Out stories and role plays

Making up stories to match pictures

Students learning to ask good questions

Interviews

Asking open-ended questions

Learning to “tell more” about a topic

Literacy and PlayProps available: costumes,puppets, etc.

Acting out books, poems, stories, songs

Related writings available in each center (ex. Blank sheets for menus in the cooking center to “take orders”, making a grocery list, notes for the phone,

Labels in the block center

Newspapers and magazines in the house center.

Design the layout before building in the block center.

Fine & gross motor activities: finger plays, jump rope rhymes, etc.

What is a Literate Environment?

Print-richLabeled roomRestaurant menusWriting suppliesBooks that relate to your centersFlip Books Picture dictionariesEnvironmental print

Magazines

Reading the room

Child carries clipboard to copy words in room

Blank plan book in block center- child designs 1st what he will build.

Marbled book and drawing.

Building Community

Morning

Meeting

Circle Time Rug Time Morning

Message

Class

Sharing

Class

Celebration

Me Boxes Child’s name used

ME boards Baby Picture Act.

Our Pets Teamwork building

Positive remarks

Interviews to Big Book

Write to Grand-parents

Family photos

Directionality and Letter Formation

Brain Research notes the connection between continued problems with directionality and struggling readers.

Teaching Letter Formation:Top downLeft to rightVerbalizing formations – say as you model write –child should verbalize, too.Consistent terminology should be used when teaching each letter formation.Initial teaching and practice should be done on unlined paper.Use of large surfaces helpful (chalkboard, white board, large paper) Use tactile strategies when needed (shaving cream, sand, sand paper, grits, chalkboards)

Balanced Literacy - Reading

What does it look like in your classroom?

Read Aloud – teacher directed

Teacher:

Carefully selects books in advance.

Stresses concepts about print (CAP)

Models oral expression and conveys the joy of books.

Child:

Listens attentively for understanding.

May or not be interacting with tchr.

Does not necessarily have access to the print.

More About Read Aloud

Good Materials:Lots of booksBig BooksSongs and Poems on chart paperNonfictionArticles of interest from newspapers and magazines.

Last About Read Aloud….Strive for a minimum of 3 books per day (not including songs, poems, or the guided reading choice).Remember, you don’t always have to read the entire article, book, etc.Remember the purpose for Read Aloud (bldg comprehension, language and vocabulary, good oral expression, and a love of great books!)

Shared Reading –Teacher and students interact as teacher

demonstrates the reading and writing process.Teacher:

1st time, reads entire book to familiarize child with the story.May work with same book(s) for several days.Exposes child at least 8 times to same text.

Child:

Must have access to the text/print.

Mimics his teacher’s demos

Might act out the story

Becomes familiar

Shared Reading Tips

Materials:

Big Books

Poems, Songs, (big print) on chart paper

Individual books, songs, poems, for students

Aver Key and TV

Use familiar text to teach:CAPSReading strategiesKnown wordsElements of writingQuestioningAlphabet in context, and more!

Concepts About Print (CAPS) – important to share w parents

Directionality: Eyes Move Left to Right

Where is Front/back of book?

Who is Author?

Illustrator?

What are Spaces?

Letter vs. word?

Word vs. sentence?

Materials for Highlighting CAPS in Shared ReadingWicky sticks to wrap wordsHighlighting tape (Really Good Stuff & Crystal Springs catalog)

Windows in postcards

Neon (see-thru) book covers for highlighting strips. (Dollar Tree)

Mini-shared Reading- shared reading w small groups who need a skill.

Major points:If teaching a skill, the book should be familiar.Must know who needs whatNumber in group depends on who needs the skill.

Ideas to consider:Workshops- use Big Book or multiple copiesPicture walks importantDon’t forget poems, songs, charts, school pledge, etc.

Guided Reading – flexible, small group instruction based on need, ability or interest.

The Teacher:Knows child’s needs thru conferences.Remembers flexibility – no redbirds!Assistant must know needs as well!Plans most instruction on assessed needs.

The Child:

Moves in/out of groups as needed.

Has access to the text.

Works with familiar texts when working on skills.

Independent ReadingMaterials:

Bagged books based on level and/ or interest

Book baskets on tables

Books in centers that relate to activity

Make and Take books

Reading center organized for easy access.

Ideas to consider:

Model how to select books

CAPS review reg.

Set procedures

Build reading stamina –5-10 min twice daily

Goal for 5K Independent Reading Time:

Help most children build to 20 minutes of SSR by the year’s end.

Balanced Literacy - Writing

What does it look like in your classroom?

Modeled Writing

Teacher writes and:

“thinks out loud” to demo good strategies

Models what good writers do

Uses books to demo writer’s craft

Students:

Listening and watching attentively

Mimicking teacher strategies

Interact some, but mostly observe.

When to Model Write?

Circle Time

Calendar Time

Morning Message

Before Journals

Class stories

A LOT IN THE BEGINNING

Make connections to a familiar book to demonstrate writer’s craft.

Shared Writing –Interactive writing

Teacher:

Early on, teacher models.

As determines readiness, turn some of the writing over to students.

Students:

Share the pen.

Come to the overhead, board, chart paper, etc.

Write a letter, space, word, sentence, punctuation, etc.

Shared Writing and Practice Writing should occur with

familiar text.

With NEW LEARNING, teacher goes back to modeled writing.

Guided Writing- small group work similar to guided rdg.

Teachers:Provide small group instruction w like problems.

Assess writings to determine need.

Move the advanced group forward.

Give additional support to struggling writers.

When to provide small group writing time:

Workshops

Journal time

Pull small group during Center Time.

Independent WritingStudents write independently as they:

draw, scribble, drite, write as they develop skills.

write with and/or without teacher directions.

Share their information in Author’s Chair, w teacher, w assistant, w small group.

Change journal stories into books.

WE NEED YOU!

Please help us develop the foundations of our framework. In your small group meetings, add any great resources you have at your school (professional books, your favorite children’s resources, etc ) that address each area. Also, please share any additional ideas that need to be in our plan. This is YOUR framework!