Woodburn School District Instructional Framework · 2017-12-08 · Introduction and Implementation Plan ... discussed and revised the K-5 Biliteracy Instructional Framework. The document

for Literacy - Reading and Writing

in a Dual Language system (English/Russian/Spanish)

Woodburn School District Instructional

Framework

Woodburn School District- Literacy Framework – Updated 12/12/2017

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Table of Contents Introduction and Implementation Plan An historical overview of the Woodburn School District’s (WSD) journey into and through balanced literacy.

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Philosophy A brief statement that identifies the philosophical underpinnings and research of literacy in Woodburn.

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Methodology An explanation of the systems and processes that support our philosophy.

6-8

Methods for Teachers of Language Arts An overview of the workshop model and the components of balanced literacy.

7-17

1) The Workshop Model 7-11

2) Components of Balanced Literacy 12-16

3) Literacy Instruction for Language Learning a) Ensuring comprehensible input b) Scaffolding productive language

16-17

Organization An overview of possible literacy schedules within a classroom.

18-19

Assessment An overview of pre-, formative, summative, proficiency based, and portfolio assessments to inform instruction and monitor student progress.

20-22

References An annotated list of resources that support various components of the WSD instructional framework.

23-25

Glossary A short dictionary of terminology used throughout the document.

26-30


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Introduction Reading FIRST, then Literacy First, followed by Biliteracy Instructional Framework for K-5 and now the K-12 Literacy Instructional Framework, was originally designed by the Woodburn School District during a Reading Summit in 2000. The result of the summit produced the document entitled Reading FIRST. In 2001 the No Child Left Behind Act was enacted. The reading portion of the law was named READING FIRST. In order to avoid confusion and formulate a title that included all areas of literacy the document was renamed LITERACY FIRST. Since that time, minor revisions were made to update Literacy First. In June 2004, a group representing all elementary grade levels across the district met and completed a major revision to the original document. These revisions and additions were made to reflect new thinking and new knowledge in the areas of literacy and language. It was also the goal of the group to create a more useful resource for teachers. In July of 2011, a committee of elementary principals and Teaching and Learning Facilitators was created and charged with creating a literacy instructional framework that clarified WSD philosophical beliefs about literacy instruction, outlined a methodology that guided practice, and provided clear structures elementary teachers could utilize in classrooms. In February and March of 2013, the district endeavored to create philosophical alignment across the district from Kinder through high school. Teachers and vested staff from across the district read, discussed and revised the K-5 Biliteracy Instructional Framework. The document was updated to be inclusive of grades K-12 and to explain an aligned and coordinated district approach to reading instruction. In August of 2013 a committee of teachers met to create philosophical and methodological alignment in our approach to teaching writing similar to what had been done in reading. The work was two-fold in that it had to fit within the context of Balanced Literacy (see methodology section) and had to coordinate with our philosophical approach to reading instruction. The result was not a separate document, but instead additions were made to include best practices for writing instruction. The instructional framework process has been comprised of an initial drafting of the document by teachers with representation from all grade bands. The document has then been

vetted three times by teams from K-5, 6-8, and 9-12. The following document is the result of this work.


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Participants:

Elementary Middle School High School Administrators

Alisha Lopez Martha Torres James **Ulita Seleznev Kimberly Stormberg Dawn Cheever Lizzett Wilson Lynne Koenig Maria Cervantes Vicki Knutson

Mara Howell Adria Dodici Catherine Dehlin **Marc Appell Janey Kupferman Adela Genoves **Dankia Zundel *George Roberts *Teresa Kresin *Robert Shearer *Emily Guerrero Gergana Dezsofi

**Susan Droke **Mindy Gershuny Anita Endresen Nicole Pete Arthur Pels Mike Flannigan Veronica Montes de Piccini Steve Curtis Susie Beers Marilyn McCully Rachel Franklin Doug Peterson

Jennifer Crist Irene Novichihin Sherrilynn Rawson Todd Farris Ricardo Marquez Daniel Nañez Charles Ransom Laurie Cooper Casey Woolley Geri Federico Victor Vegara Kathy BeBe Greg Baisch

*Signifies that participant worked on the Writing portion of the Instructional Framework **Signifies that participant worked on both Reading and Writing portions of Instructional Framework


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Philosophy Students learn in a responsive student-centered environment where teachers use pre-

and ongoing formative assessments to differentiate teaching according to student needs (Tomlinson, 2000). Students engage in developing their own literacy when they have choice, read authentic texts and write for authentic purposes and audiences (Bruning & Horn, 2000). Students’ lives, cultural backgrounds, and voices are valued and honored in the instructional learning environment (Bigelow, et al., 1994). Instruction is geared to target the student’s zone of proximal development (Dixon-Krauss, 1995; Vygotsky, 1978). Teachers use a gradual release of responsibility wherein teaching of new strategies is scaffolded, targeting the needs of the learner (Pearson & Gallagher, 1983). Teachers in Woodburn work with the understanding that literacy is language dependent and that there is interdependence between a student’s first language (L1) and subsequent languages (L2). Literacy in L1 is highly advantageous for student academic success and is also an asset that positively affects the development of literacy learning in L2 (Cummins, 1981) with biliteracy as the end goal for all students.

NOTE: Additional information and resources on Philosophy can be found in the Appendix __.


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Methodology We simultaneously employ two complementary methodologies to carry out our philosophy: Balanced Literacy and Sheltered Instruction (strategies that promote academic language for all students). Both methodologies use the gradual release of responsibility as control is gradually shifted from the teacher to the students. Assessment-based planning is at the core of both models and drives explicit skill instruction based on each individual student’s needs (Vygotsky, 1978).

Balanced Literacy is a framework made up of various components as shown in the Figure 2.1 below:

(For a full page version of this figure please see Appendix ___)

Foundational to Balanced Literacy are the ideas of student choice and the use of authentic texts in reading (print and visual sources) and writing for authentic audiences and purposes. Teachers use on-going assessment to meet the needs of individual students. Balanced Literacy classrooms


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provide a variety of reading, writing, speaking and listening experiences in different instructional contexts as outlined in the figure below. (Routman, 2005)

Balanced Literacy across the Gradual Release

To Learners With Learners By Learners Demonstration Shared Demonstration

Han

do

ver

of

Res

po

nsi

bili

ty

Guided Practice Independent Practice

teacher teacher student student

initiates

models

explains

thinks aloud

shows how to “do it”

demonstrates

leads

negotiates

suggests

supports

explains

responds

acknowledges

applies learning

takes charge

practices

problem solves

approximates

self-corrects

initiates

self-monitors

self-directs

applies learning

problem solves

confirms

self-evaluates

sets goals

student student teacher teacher

listens

observes

may participate on a limited basis

listens

interacts

questions

collaborates

responds

tries out

approximates

participates as best he can

scaffolds

validates

teaches as necessary

evaluates

observes

encourages

clarifies

confirms

sets goals

affirms

assists as needed

responds

acknowledges

coaches

evaluates

sets goals

instructional context instructional context instructional context instructional context

reading and writing aloud

shared read aloud

direct explanation

shared reading and writing

scaffolded conversations

interactive reading

shared read aloud

guided writing and reading experiences

reciprocal teaching

literature conversations

partner writing and reading

guided writing experiences

independent reading and writing

informal conferences

partner writing and reading

homework and assignments

Zone of Future Development

Zone of Proximal Development *Zone of Actual Development

Adapted from Writing Essentials by Regie Routman (Heinemann: Portsmouth, NH); ©2005

DEPENDENCE INDEPENDENCE


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Sheltered Instruction includes a variety of techniques to help teachers simultaneously develop students’ content-knowledge and academic language skills. Specialized academic language instruction meets the needs of a variety of students including, but not limited to, students from low socio-economic backgrounds, students with disabilities, second language learners, etc. Sheltered Instruction has two charges: to provide access to core content through ensuring that students receive comprehensible input and to scaffold language production so that all students develop academic competence. (Krashen, 1985) Language production is temporarily scaffolded through the use of the gradual release to provide the opportunity for students to receive instruction and to practice both content and language. Sheltered instruction works in tandem with and is embedded in the components of balanced literacy to supply students at varying proficiency levels with simultaneous language and content support. In sheltered lessons the subject matter and the delivery of the lessons use as many extra-linguistic clues and modifications as necessary to ensure comprehensible input. Some suggested techniques for sheltered instruction include: providing background knowledge, explicit vocabulary instruction and practice, emphasis and repetition of key concepts, visual cues to reinforce meaning (Genzuk, 2011), scaffolded classroom discourse, explicit genre study, and modeling (Gibbons, 2002).


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Methods for Teachers of Language Arts Teachers of language arts use the workshop model partnered with balanced literacy components to

comprise the method of instruction. Within the model, whole group instruction is followed up with

explicit small group and/or 1:1 instruction that is differentiated according to student needs. This model

includes a degree of student choice of authentic texts that are within the students’ zone of proximal

development. Many organizational systems allow educators to implement the workshop model (Atwell,

1998; Calkins, 1994). The workshop model affords teachers flexibility in decision making about which components of Balanced Literacy are best suited to meet student needs and instructional purposes.

The components of Balanced Literacy work in conjunction within and independently of the workshop model (to see how the workshop model and balanced literacy components work together, see organization section of this document, pages 29-31). While individual teachers may add their own rituals and routines, three basic components are present in the workshop: (1) time for whole-group instruction (often referred to as a minilesson), (2) time for reading/writing and (3) time for structured response (as a whole class or in small groups). (Fletcher, 2001)

1. The Workshop Model The reading/writing workshop is broken down into specific components that are implemented across grade levels. The workshop model ensures that our students receive targeted strategy instruction and are given significant amounts of time to practice these strategies in their independent reading and writing.

The following diagram provides an approximation of how much time should be used for each components of the workshop model within the workshop time. The detailed outline for the Reading

Workshop is found on page 12 and the Writing Workshop is found on page 13.

Minilesson20%

Response to Reading/Writing

15%

Independent Practice

65%

Workshop Model Suggested Time Allotment


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The Reader’s Workshop Model

Reading Minilesson (20%)

The Connection Convey the reason for the lesson. Catch children’s attention and rally their engagement. Recall and apply what students have already learned. Ideally, teachers are pointing to a previously created artifact (anchor chart, text, or visual of some kind). Followed by a memorable detail of someone who used the strategy or applied the teaching point during the previous day’s minilesson.

The Teaching The teaching point is short; a few sentences. Though short, it is the most important part of your

Point minilesson. Lucy Calkins gives a template for teachers who are unused to creating a template: Today, I will teach you that when readers ___, they often find it helps to ___. They do this by ___.” Notice a teaching point names a skill AND the strategy it takes to complete that skill.

The Teaching/ Demonstration

The teacher models or demonstrates something that students should be able to use in reading once the minilesson is over. Usually, this component of the minilesson is structured sequentially, like a how-to text: First, next, then… Teachers often tuck little tips into their demonstration of the strategy.

The Active Engagement

Students try out the new strategy they have just learned. This is a quick opportunity for students to “try on” the new way of thinking with support from the teacher prior to being sent off to read. The active engagement often involves students talking with a partner.

The Link During the link portion of the minilesson, you will usually repeat the teaching point verbatim, adding it to a chart as you do so. Each chart will feature a collection of strategies readers can use to accomplish a particular goal.

Independent Reading Practice (65%) Students return to their reading spots to read a self-selected (occasionally a teacher selected) book at their independent reading level. Students are often expected to annotate their reading in some way and to practice using the day’s new strategy as well as accumulated strategies. “The cognitive actions that readers employ while processing print are essentially the same across levels. Readers are simply applying them to successively more demanding levels of text. All readers are simultaneously employing a wide range of systems of strategic actions while processing print. The twelve systems of strategic actions include:”

• Solving words using a flexible range of strategies. • Self-monitoring their reading for accuracy and understanding and self-correcting when necessary. • Searching for and using information. • Remembering information in summary form. • Sustaining fluent, phrased reading. • Adjusting reading in order to process a variety of texts. • Making predictions. • Making connections. • Synthesizing new information. • Reading “between the lines” to infer what is not explicitly stated in the text. • Thinking analytically about a text to notice how it is constructed or how the writer has crafted language. • Thinking critically about a text. (Fountas & Pinnell, 2011).

During this time teachers are:

• Conducting individual reading conferences, assessing and teaching to student needs

Pulling small groups for: read aloud, listen to reading, shared reading, interactive read aloud, strategy lessons, word work, guided reading and small group conferences

Response to Reading (15%) Partners act as coaches and conversation partners as they share ideas and practice new strategies. The teacher uses this time to: re-teach the day’s teaching point, briefly highlight student work, have students reflect on ways they were able to incorporate the minilesson into their reading or preview an upcoming strategy or skill.

Source (E.L. Haynes, What is a Workshop, Lucy Calkins, Fountas and Pinnell)


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The Writer’s Workshop Model The writer’s workshop model is very similar to that of the reader’s workshop model. It is described here so that it may be easily compared.

Writing Minilesson (20%)

The Connection Convey the reason for the lesson. Catch children’s attention and rally their engagement. Recall and apply what students have already learned. Ideally, teachers are pointing to a previously created artifact (anchor chart, text, or visual of some kind). Followed by a memorable detail of someone who used the strategy or applied the teaching point during the previous day’s minilesson.

The Teaching The teaching point is short; a few sentences. Though short, it is the most important part of your

Point minilesson. Lucy Calkins gives a template for teachers who are unused to creating a template: Today, I will teach you that when writers ___, they often find it helps to ___. They do this by ___.” Notice a teaching point names a skill AND the strategy it takes to complete that skill.

The Teaching/ We teach by first setting students up to participate or observe, then telling a story of how one came to

Demonstration need the strategy, then acting out what one does first and next in using this strategy. Recruit students in trying to use the strategy. Once they are participating allow for them to watch what the “expert” does and then compare the work to what the individual student was planning on doing prior to the strategy. Include an instance when the “expert” does something that is unhelpful, and then correct yourself to come back on track. This can be done using a published author’s text as well by enacting what the author probably did. The teacher can also explain something and then show an example.

The Active Engagement

Almost always, the active engagement will be a time when students try the strategy that you have just taught, and they do so by “writing in the air” (talking to a partner as if they were writing) or scaffolded practice. Students may apply the strategy to their own work

The Link During the link portion of the minilesson, you will usually repeat the teaching point verbatim, adding it to a chart as you do so. Each chart will feature a collection of strategies writers can use to accomplish a particular goal.

Independent Writing Practice (65%) Students return to their writing spots and work independently on their writing pieces using the writing process. Students are encouraged to sustain focus and momentum during the independent writing time. They use the repertoire of writing strategies they have learned thus far. The writing process consists of five steps: 1. Gather and generate ideas – Writers systematically generate, collect and record topics and ideas. Writers then choose from these topics or ideas to develop further.

• Writer’s notebook (See Appendix ___) – A personal place to gather and capture ideas that can be used to inspire future pieces of writing.

2. Design and draft the text – Writers use text forms/ design to suit purpose or audience. Forms/design could be stories, reports, procedures, and informative articles. 3. Review and revise the text – Students independently revise during and after writing. It includes restructuring of words, phrases, closes and paragraphs to clarify meaning and improve coherence.

• Peer revision (See Appendix ___) Students trade drafts of material they have written and provide each other with suggestions for improvement.

4. Proofread and publish the text – Students proofread in order to correct spelling, punctuation and grammar and are willing to share their work.

• Peer editing (See Appendix ___) 5. Reflect and remember – This allows students to share their writing experiences, address a problem of practice and provide feedback to one another (Burke, 2013). During this time teachers are:

• Conducting individual writing conferences, assessing, and teaching to student needs • Pulling small groups for explicit instruction based upon student needs

Response to Writing (15%) Partners act as coaches and conversation partners as they share ideas and practice new strategies. The teacher uses this time to: re-teach the day’s teaching point, briefly highlight student work, have students reflect on ways they were able to incorporate the minilesson into their writing or preview an upcoming strategy or skill.

Source (E.L. Haynes, What is a Workshop, Lucy Calkins, Fountas and Pinnell)


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2. The Components of Balanced Literacy*

Regie Routman, (2000), offers a concise model for effective teaching and learning that makes tasks explicit through demonstration, shared demonstration, independent practice, response and feedback, more demonstration, and ongoing assessment. It is a cyclical model that gradually decreases teacher intervention and support while guiding the learner toward independence. Because the model is cyclical, not linear, the delineated components, strategies, and approaches intersect and interrelate. Under each of these umbrella terms the components of balanced literacy are housed.

Demonstration The teacher or other expert (a peer, an adult, a book, a movie, a video, a CD-ROM) performs the task (which must be relevant and purposeful to the learner) --thinking aloud, modeling, explaining, showing learners how to "do it" by making the thinking/doing process explicit. (For example, a teacher reads an article aloud, figuring out vocabulary, thinking aloud, predicting, summarizing, questioning, all in full view of his students.)

o Read Aloud/Modeled Reading o Write Aloud/Modeled Writing

Shared demonstration (optional) The teacher or expert works through the task interactively with the students, taking the lead and guiding the process. (For example, as the teacher reads an article aloud, he asks for and guides students’ thinking: How could I figure out what this word means?)

o Shared Reading o Shared Writing o Interactive Reading o Interactive Writing

Guided practice "Hand-holding" as needed, giving instruction, support, and encouragement while the learners attempt the task, either in pairs or small groups. When students are skilled, the teacher may guide one group while other groups work on their own as they document their thinking (a short summary, difficulties encountered, etc.).

o Guided Reading o Guided Writing

Independent practice The learner works on her or his own, with the teacher or expert close by to offer affirmation and support. (This is the trial-and-error stage: the learner has enough knowledge to solve problems independently.) This stage is essential if students are to take responsibility for their learning.

o Independent Reading o Independent Writing

Response and feedback The teacher or expert celebrates what’s been done well and analyzes what needs more work, conferring with students about what’s been learned, problem solving what went wrong, setting goals.

More demonstration, if necessary. Ongoing assessment

These components are the foundation for everything we teach, and we gradually decrease our support as our students become increasingly competent (Routman, 2000). The following pages delineate these components in large, small, and individual settings, clarifying the purpose of instruction and the materials necessary.

*Side-by-side Architectures for various components of balanced literacy in working with students in L1 and L2 can be found in Appendix ___.


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Reading

Large Group Reading Instruction (7+ students)

Balanced Literacy Components for READING Purpose Materials Read Aloud (Traditional) (Only teacher has text; teacher reads text to students) “The teacher reads aloud to the whole class or small groups. A carefully selected body of literature is used; the collection contains a variety of genres and represents our diverse society. Favorite texts, selected for special features, are reread many times” (Fountas & Pinnell, 1996. Guided Reading. 1996, p. 22).

Demonstrates proficient reading

Expands access to text beyond student’s abilities

Exposes students to a variety of genres

Engaging texts that will hold the interest of the reader

Text complexity should be above the current readability of the students

Listen to Reading (Book on tape/CD played to entire group: students follow along with the text) Recreates the concept of “lap time” reading in the classroom. It helps fill the deficit for children who may have missed the auditory support of being read to. It also provides an opportunity for children to hear fluent reading and build oral language while enjoying a story. Students listen to stories read aloud by an expert reader on recorded devices. (Boushey and Moser, 2006. Daily Five: Fostering Literacy Independence in the Elementary Grades, p. 75).

Demonstrates proficient/fluent reading

Expands access to text beyond student’s abilities


Engaging texts that will hold the interest of the reader


Audio version of text

Audio device

Student visual or copies of the text

Interactive Reading/Interactive Read Aloud (Only teacher reads from text chosen by group: Students and teacher interact over text during teacher reading)

The teacher reads aloud a text chosen by both the student and the teacher. The teacher is the only one that has the text. The teacher invites students to talk about the text during the reading not just afterwards. This talk allows the students to make meaning as the story unfolds. This attention to oral language development and vocabulary is essential to comprehension. The teacher and students make the implicit explicit by thinking aloud while reading complex text. Interactive read aloud allows for a higher level of scaffolding than shared reading. Routman, 2003. Reading Essentials, p. 52. Fountas & Pinnell, 1996. Guided Reading

Student shares in meaning making and thinking aloud about the text

Oral language development

Vocabulary development

Allows for teachers to help students make sense of complex text

Improves listening comprehension

Texts that have been read or previously used in class


Shared Reading Aloud (Students have their own copy of text; teacher reads text out loud) Teacher combines reading aloud with interactive reading and shared reading. The teacher reads a text aloud to the class or small group of students and each student has a copy of the text. Routman, 2003. Reading Essentials, pp. 132-133.

Models reading strategies

Opportunity to practice reading strategies


Text that is just above instructional level and that provides an opportunity to teach targeted strategy

Word Work (Teacher leads students into the investigation of language usage and word meanings) “When we plan word study and phonics instruction we must ensure that we teach children how to transfer what we learn during this time into their own writing and reading work (Collins, 2004, p. 38). “It is a specific time set aside during literacy block for children to experiment with words, for learning and practicing spelling patterns, memorizing high frequency words, generalizing spelling patterns and adding to our knowledge and curiosity about interesting and unique words” (Boushey & Moser, 2006. P.85) Bear. Ivernizzi. Tempelton, & Johnson, 2008. Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction. Collins, 2004. Growing Readers: Units of Study in the Primary Classroom

Teacher tailors activities based on the needs of students

Provides word level language support for students at their developmental level

Activities and materials are dependent upon the observed language and word needs of the student.

NOTE: For a comprehensive list of activities based upon the developmental levels of students see Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. (Bear, 2008)


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Small Group Reading Instruction (2-6 students)

Balanced Literacy Components for READING Purpose Materials Shared Reading (One shared text in front of group; teacher reads and invites students to read) An expert reads with fluency and expression and invites children to read/follow along from a text which all participants can see. The text is usually at a level that is above what students are ready to do independently. This process includes big books, poems, songs etc. This can be done whole group, small group or one on one. Routman, 2003. Reading Essentials, pp.130-132. Fountas & Pinnell, 1996. Guiding Reading, pp. 22-23. Routman, 2000. Conversations, pp. 33-34.

Models reading strategies

Teaches reading strategies

Extends understanding of the reading process


Text very close to instructional level (Preferably just above since lesson is scaffolded) and that provides an opportunity to teach targeted strategy

Strategy Lesson (Students bring their own books into group and review shared strategy by teacher) “Strategy lessons are times for students to practice new strategies or review strategies they’ve learned before, or I can pre-teach strategies before they’re introduced to the whole class…In these small groups, children have the opportunity for supported practice with a strategy… bringing them step by step to independence” (p.98). Serravallo, 2010. Teaching Reading in Small Groups

Efficient way of working with students with a similar need- instead of conferring with each of them independently.

Text can be shared or independent reading book, or teacher selected text

Guided Reading (Students and teachers use same text; low level of scaffolding; students should understand and be able to use learned purpose after guided reading lesson) “[It] is any reading instruction in which the teacher guides one or more students through any aspect of the reading process: choosing books, making sense of text, decoding and defining words, reading fluently, and so on. In guided reading, the teacher builds on what students know, provides reinforcement as well as some challenge, and supports and demonstrates strategies to help the reader move forward” (Routman, Conversations, 2000, p. 140).

Opportunity to work with students on their instructional level pushing them to move into a more challenging level of text.

Provide higher support for students who are entering into a new text level

Text on students’ instructional level (preferably the high end so students do most of the work.)

Small Group Conference (Teacher meets in small group to provide specific feedback) “The research is clear that one of the factors that contribute most to any educational achievement is feedback.” (59) Conferences occur between the teacher and individual students, partnerships or groups. They are responsive and unique, however, they are characterized by a specific architecture: research, decide & compliment, and teach. Lucy Calkins A Guide to the Reading Workshop and The Art of Teaching

Chance to survey a number of students pulled together as a group in order to identify and develop a teaching point.

Independent reading books (text need not be the same)

Independent Reading (Students reading on their own from self-chosen text or teacher-chosen text)

“Children read on their own or with partners from a wide range of materials. Some reading is from a special collection at their reading level” (Fountas & Pinnell, Guided Reading. 1996, p. 23).

Some element of student choice incorporated

Child practices at his or her independent level

Student chosen (or “teacher influenced”) text that is at the student’s independent reading level

Conferring (Teacher meets individually with students to provide specific feedback) “The research is clear that one of the factors that contribute most to any educational achievement is feedback.” (59) Conferences occur between the teacher and individual students, partnerships or groups. They are responsive and unique, however, they are characterized by a specific architecture: research, decide & compliment, and teach. Lucy Calkins A Guide to the Reading Workshop and The Art of Teaching

Chance to survey a student in order to identify possible next steps or teaching points.

Any text at or above a student’s independent reading level


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Writing

The following pages delineate the components of writing instruction in a balanced literacy program. Components have been grouped according to large, small, and individual group settings, clarifying the purpose of instruction and the materials necessary.

Large Group Writing Instruction (6+ students)

Balanced Literacy Components for WRITING Purpose Materials

Mentor Text Mentor texts are pieces of literature that students and teachers can return to and reread for many different purposes. Mentor texts may be in the form of a book, but may also be in the form of a poem, newspaper article, song lyrics, comic strips, manuals, essays, etc. (Dorfman, 2007. Mentor Texts: Teaching Writing Through Children’s Literature K-6).

To help students take risks and try out new strategies and formats

Help teachers move the whole writer forward rather than an individual piece forward

Texts that students can relate to and can read independently or with some support

Modeled Writing (Demonstration) The teacher or expert shows precisely “how to do it” by initiating, modeling, explaining, thinking aloud, and writing aloud. Students observe the teacher planning, drafting, making choices, rereading, evaluating, revising, editing, and monitoring. They may be invited to participate in a limited way, but there is no pressure to perform. The teacher also demonstrates the satisfaction she takes in writing. (Routman, 2005. Writing Essentials, p. 71).

To provide an example that will allow students to emulate

To allow students to see the teacher as a writer

To call attention to writer’s craft

To model what excellent writers do

Chart paper or computer and projector

Shared Writing "In shared writing, the teacher and students compose collaboratively, the teacher acting as expert and scribe for her apprentices as she demonstrates, guides, and negotiates the creation of meaningful text, focusing on the craft of writing as well as the conventions." (Routman, 2000. Conversations: Strategies for Teaching, Learning, and Evaluating, p. 37).

Demonstrate quality writing by helping students focus on craft and conventions.


Supportive sentence frames

White boards for students to draft their ideas

Interactive Writing "Interactive writing is shared writing with the addition that students also serve as scribes" (Routman, 2000. Conversations: Strategies for Teaching, Learning, and Evaluating, p. 43).

Helpful for students to focus on specific areas of phonics, grammar, punctuation, craft, vocabulary, etc.


Supportive sentence frames

White boards for students to draft their ideas

Word Work/Study "When we plan word study and phonics instruction we must ensure that we teach children how to transfer what they learn during this time into their own writing and reading work" (Collins, 2004. Growing Readers: Units of Study in the Primary Classroom. p. 38). "It is a specific time set aside during the literacy block for children to experiment with words, for learning and practicing spelling patterns, memorizing high frequency words, generalizing spelling patterns and adding to our knowledge and curiosity about interesting and unique words" (Boushey & Moser, 2006, p.85).

Word work/study is helpful for building language and vocabulary development

Activities and materials are dependent upon the observed language and word needs of the student.


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Small Group Writing Instruction (2-6 students)

Balanced Literacy Components for WRITING Purpose Materials

Guided Writing 'Hand-holding' as needed, giving instruction, support, and encouragement while the learners attempt the task." (Routman, 2000. Conversations: Strategies for Teaching, Learning, and Evaluating, p. 22).

Helpful for small groups of students as they begin exploring similar or common challenges in the writing process.

Student writing materials

Response to Writing "Students should take time to reflect on the challenges they face and how to overcome them…These should be identified and stored in some useful way for students to access and use for future assignments." (Burke, 2013. The English Teacher's Companion, p. 78)

This component allows students to share their writing experiences, address a problem of practice, and provide feedback to one another.

Student’s written piece

Sticky notes

3. Literacy Instruction for Language Learning

Quality literacy instruction in L2 mirrors quality literacy instruction in L1. In both native language and

second language classrooms teachers utilize the same components of balanced literacy. However,

occasionally, there are slight modifications that are necessary to ensure that students receive

comprehensible input or appropriate productive language scaffolds that will lead them to more

advanced levels of language and literacy. Please see appendix ___ for side-by-side architectures of the

components of balanced literacy for learning in L1 and L2.

Ensuring Comprehensible Input

Studies investigating second language acquisition emphasize the importance that

comprehensible second language instruction plays in providing the cognitive foundations

needed for students’ academic success (Krashen & Biber, 1988). The idea that we acquire

language by understanding messages, or comprehensible input, clarifies what the role of the

classroom should be. We acquire language when we understand what people say to us or what

we read. Emphasis on grammar, spelling, and accurate pronunciation, though important, is

secondary to the primary purpose communication. The best lessons are therefore interesting

conversations, good books, and activities that are engaging. Given messages we understand, or

comprehensible input, language acquisition is nearly inevitable (Krashen, 1988). Below is a

synthesis of some suggested techniques for ensuring comprehensible input (adapted from

Genzunk, 2011).

Providing background knowledge by linking new learning to past experiences or to

previously learned material.

Providing activities to practice and interact with key vocabulary

Varying grouping (whole group, small group, one-on-one) to allow for increasing or

decreasing degrees of instructional scaffolding


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Varying the components of balanced literacy to allow for varying degrees of

instructional scaffolding

Increasing wait time by allowing students time to think and process the information

Allowing time for processing through student talk or structured discourse

Demonstrate using visuals and manipulatives, gestures, pictures, or objects to help

students to understand.

Repeating key concepts and synthesizing key learning.

Scaffolding Productive Language

One clear implication of studies into second language acquisition is that the degree of facility of

second language learning in a classroom depends largely on how classroom discourse is

constructed. Research has suggested that language output by the student is critical for language

development (Swain, 1995; Allen, Swain, Harley, and Cummings 1990). While students

developed considerable fluency in their second language despite hearing a great deal of the

language of instruction and being in a communicatively oriented classroom, many did not

develop native-like proficiency. The actual production of language encourages learners to

process the language more deeply than is required when they simply read or listen and tends to

stretch linguistic demands in a way that comprehending alone does not. (Gibbons, 2002)

Providing examples, models, and mentor texts for writing

Modeling the language and vocabulary that you want students to use

Providing public records that contain the language you want students to use

Posting sentence frames that are removed over time

Holding students accountable for using the target language provided

Providing time for structured talk and use of the target language

Thinking aloud about the strategies and processes needed to complete the task to

help students to be metacognitive about their own strategies and processes


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Organization The organization of a Balanced Literacy schedule is flexible in nature and is possible regardless of the amount of time dedicated in a given day or period to the instruction of literacy development. In an effort to demonstrate some of the various possibilities, the following sample schedules have been provided for the purpose of generating ideas of how to organize time in a literacy block. Sample/Possible 60-minute Daily Schedule:

Workshop may be moved as necessary as a whole Menu of Options Menu of Options

Mini Lesson (10 min.) Interactive Reading Independent Reading

Response

Independent Reading /Writing Practice

Shared Reading Conferring

Strategy Group

Read-a-loud

Word Work/Study

Grammar

Response to Reading/Writing (10 min.)

40 min. 7 min. 7 min. 6 min.

60 min. Literacy Block

Monday Tuesday Wednesday Thursday Friday

Reading Menu of choices*

Writing

Mini Lesson (7-10 min.) Mini Lesson (7-10 min.) Read-aloud

Mini Lesson (7-10 min.) Mini Lesson (7-10 min.) Word Work

Student Teacher Student Teacher Grammar

Student Teacher Student Teacher

Independent Reading Practice

Choice*


Choice*

Independent Writing Practice

Choice*


Choice* Spelling Inventory

Share/Response to Reading

(5-10 min.)

Share/Response to Reading

(5-10 min.)

Interactive Reading Share/Author’s Chair

(5-10 min.) Share/Author’s Chair

(5-10 min.) Shared Reading

*The above list is not comprehensive

Monday Tuesday Wednesday Thursday Friday Reading Writing Reading Writing Reading

Read Aloud (5 min.)

Interactive Writing (7 min.)

Read Aloud (5 min.)

Mini Lesson (7-10 min.)

Word Study

Write Aloud (10 min.) Mini Lesson (10 min.) Mini Lesson (7 min.) Mini Lesson (10 min.)

Student Teacher Student Teacher Student Teacher Student Teacher Library Visit


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Choice


Choice


Choice

Independent

Writing Practice

Choice

(Mini Lesson from Librarian on

Research) and Book Checkout

Response to Reading (5-10 min.)

Response to Writing (5-10 min.)

Shared Reading (4 min.)

Response to Writing (5-10 min.)

Sample/Possible 90-minute Daily Schedule:

Workshop may be moved as necessary as a whole

Menu of Options Workshop may be moved as

necessary as a whole Menu of Options

Mini Lesson (10 min.) Interactive Reading

Mini Lesson (7 min.) Independent Reading

Response



Shared Reading

Conferring

Strategy Group Read-a-loud

Word Work

Grammar

Response to Reading (10 min.)

Response to Writing (5 min.)

40 min. 7 min. 30 min. 7 min. 5 min.


Sample/Possible 120-minute Daily Schedule:

Workshop may be moved as necessary as a whole

Menu of Options Workshop may be moved as

necessary as a whole Menu of Options

Mini Lesson (7-10 min.) Interactive Reading

Mini Lesson (7-10 min.) Independent Reading

Response



Shared Reading

Conferring

Strategy Group Read-a-loud

Word Work

Share/Author’s Chair (5-10 min.)

Grammar Share/Author’s Chair

(5-10 min.)

40-60 min. 10 min. 40-60 min. 10 min. 10 min.



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Assessment

Assessments are an integral part of what teachers use to guide instruction (whether modeled, shared, guided or independent) and are strategic and purposeful. Assessments guide differentiation and the appropriate, flexible grouping of students (Tomlinson, 2000). Students should not only be aware of, but also participate in the goal setting necessary to move along the learning continuum (Zimmerman, 1992). Information that is gleaned is documented in a systematic way and used to inform future instruction (Stiggins, 2002). What information do we collect in literacy assessment? “Literacy” as an instructional content is comprised of three equally important, co-existing, components: reading, writing, and language. Due to the multifaceted layers of assessing required to assess all of the components of literacy, it is complex to assess.

Reading Language

(Phonics, Spelling, and Word Study) Writing 1. Within the Text

Solving Words

Monitoring and Correcting

Searching for and Using Information

Summarizing

Maintaining Fluency

Adjusting 2. Beyond the Text

Predicting

Making Connections

Synthesizing

Inferring 3. About the Text

Analyzing

Critiquing

Pre-Kinder – Grade 1

Early Literacy Concepts

Phonological Awareness

Letter Knowledge Grade 2 and Above

Letter-sound Relationships

Spelling Patterns

High Frequency Words

Word Meaning and Vocabulary

Word Structure

Word Solving Actions

1. Craft

Organization

Idea Development

Language Use

Word Choice

Voice 2. Conventions

Grammar

Capitalization

Punctuation

Spelling

Handwriting and word processing 3. Writing Process

Rehearsing and Planning

Drafting and Revising

Editing and proofreading

Publishing

Sketching and Drawing

Viewing Self as Writer (Source: 2011, 2008 by Gay Su Pinnell and Irene C. Fountas from The Continuum of Literacy Learning. Portsmouth, NE: Heinemann.)

How do we collect and track assessment data? Portfolios are not an assessment method, rather a housing for the assessments - a vehicle for collecting evidence of, tracking, and communicating about student learning. Portfolios offer a way to involve students deeply in the overall assessment process through self-assessment,


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tracking progress, reflecting on work, goal setting and communicating about learning. (Stiggins, Arter, Chappuis, Chappuis, 2004) Pre-assessments are used to determine base levels of student knowledge and skills to plan for student learning. Formative assessments are used to make changes in teaching in order to support student learning. Summative assessments are used at the end of learning to measure the progress of students and the impact of teaching (Black & Wiliam, 1998).

Stiggins (2004), states that throughout our school careers, both as students and as teachers, we have encountered thousands of different assessments. Although the variations are endless, all of the assessments we have experienced and give today fall into one of four basic categories of methods:

Target to Be Assessed

Assessment Method

Selected Response Extended Written

Response Performance Assessment

Personal Communication

Knowledge Mastery

Good match for assessing mastery of elements of knowledge.

Good match for tapping understanding of relationships among elements of knowledge.

Not a good match-too time consuming to cover everything.

Can ask questions, evaluate answers and infer mastery – but a time consuming option.

Reasoning Proficiency

Good match only for assessing understanding of some patterns of reasoning.

Written descriptions of complex problem solutions can provide a window into reasoning proficiency.

Can watch students solve some problems and infer reasoning proficiency.

Can ask students to “think aloud” or ask follow up questions to probe reasoning.

Skills

Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.

Good match. Can observe and evaluate skills as they are being performed.

Strong match when skill is oral communication proficiency; not a good match otherwise.

Ability to Create Products

Not a good match. Can assess mastery of knowledge prerequisite to the ability to create quality products, but cannot use to assess the quality of products themselves.

Strong match when the product is written. Not a good match when the product is not written.

Good match. Can assess the attributes of the product itself.

Not a good match.

Source: Adapted from Student-Involved Assessment for Learning, 4th ed. (p. 69), by R. J. Stiggins, 2005, Upper Saddle River, NJ: Merrill/Prentice Hall. Copyright ©2005 by Pearson Education, Inc. Adapted by permission of Pearson Education, Inc.

Teachers choose assessments that are a good match for what it is they are trying to assess. Here we have provided a very short list of example collection methods that are often used within language arts classrooms. This list is not intended to be comprehensive; instead its intent is to provide examples of what assessment tools are available for use.

1. Selected response and short answer methods consist of those in which students select the correct or best response from provided answers.

Ticket out the door


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Sorts/matching exercises

2. Extended written response assessment requires students to construct a written answer in response to a question or task.

Compare different pieces of literature

Open ended response

3. Performance assessment is assessment based on observation and judgment; we look at a performance or product and make a judgment as to its quality.

Reading out loud with fluency (Running Record)

Rubrics

Checklists

Anecdotal notes

4. Personal Communication requires gathering information about students by interacting with them.

Reviewing and responding to journal

Conferring


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References

Atwell, (1998). In the Middle. (2nd. ed.) Portsmouth: Boynton/Cook.

Allen, J. (2000). Yellow brick roads shared and guided paths to independent reading 4-12. (1 ed.).

Portland: Stenhouse.

Bear. (2008). Words their way: word study for phonics, vocabulary and spelling instruction. London:

Pearson.

Bigelow, et al., 1994.

Boushey & Moser, (2006). Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland:

Stenhouse.

Boushey & Moser, (2009). The CAFÉ Book: Engaging All Students in Daily Literary Assessment and

Instruction. Portland: Stenhouse.

Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25-37.

Burke, (2013). The English Teacher’s Companion.

Calkins, L. M. (1995). The art of teaching writing. Exeter, NH: Heinemann Educational Books.

Calkins, L. M., White, Z. & Hartman, A. (2003). The Conferring Handbook. Exeter, NH: Heinemann

Educational Books.

Calkins, L.M. (2005). One to One: The Art of Conferring with Young Writers. Exeter, NH: Heinemann

Educational Books.

Clayton M.K., (2001). Classroom spaces that work. Turner Falls: Northeast Foundation for Children.

Collins, K., (2004). Growing Readers: Units of Study in the Primary Classroom. Portland: Stenhouse

Publishers.

J. Cummins, (1981). The Role of Primary Language Development in Promoting Educational Success for

Language Minority Students. In California State Department of Education (Ed.), Schooling and

Language Minority Students: A theoretical framework. Evaluation, Dissemination and

Assessment Center, California State University, Los Angeles.

Dixon-Krauss, L. A. (1995). Partner reading and writing: Peer social dialogue and the zone of proximal

development. Journal of Literacy Research, 27(1), 45-63. Retrieved from file:///Y:/2013-

2014/Library of Resources/Literacy/Foundational Understandings/ZPD Journal of Literacy

Research-1995-Dixon-Krauss-45-6Z3.pdf

Dorfman, L.R., (2007). Mentor Texts: Teaching Writing through Children’s Literature K-6. Portland:

Stenhouse Publishers.


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Fletcher, R., & Portalupi, J. (2001). Writing Workshop: The Essential Guide. Portsmouth: Heinemann.

Fountas, I., & Pinnell, G. S. (1996). Guided Reading: Good Girst Teaching for All Children. Portsmouth:

Heinemann.

Fountas, I., & Pinnell, G. S. (2011). The Continuum of Literacy Learning: Grades PreK-8 A Guide to

Teaching. Portsmouth: Heinemann.

Genzuk, M. (2011, June 1). USC Rossier School of Education. Retrieved March 22, 2014, from University

of Southern California:

http://www.usc.edu/dept/education/CMMR/DigitalPapers/SDAIE_Genzuk.pdf

Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching scond langauge learners in the

mainstream classroom. Sydney: Heinemann.

Krashen, S. D. (1986). The Input Hypothesis: Issues and implications. TESOL Quarterly, 116-122.

Marzano, R. J. (1992). A Different Kind of Classroom: Teaching with dimensions of learning. Assn for

Supervision and Curriculum.

McDonagh, J., & McDonagh, S. (2008). Desirable Literacies: Approaches to langauge and literacy in the

early years . Thousand Oaks: SAGE.

Mooney, M. E. (1990). Reading to, with, and by children. Katonah: Richard C. Owen Publishers, Inc.

Pearson, D. P., & Gallagher, M. C. (1983). Teaching Talking and Learning. Champaign: University of

Illinois at Urbana-Campaign.

Routman, R. (2000). Conversations: Strategies for Teaching Learning and Evaluating. Portsmouth:

Heinemann.

Routman, R. (2003). Reading Essentials. Portsmouth: Heinemann.

Routman, R. (2005). Writing Essentials. Portsmouth: Heinemann.

Schlick Noe, K. L., & Johnson, N. J. (1999). Getting started with literature circles. Oxford: Christopher-

Gordon Pub.

Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic,

independent readers. Portsmouth: Heinemann.

Stiggins, R. J. (2002, June 6). Assessment Crisis: The absence of assessment for learning. Retrieved March

22, 2014, from Phi Delta Kappan: http://electronicportfolios.org/afl/Stiggins-

AssessmentCrisis.pdf

Tomlinson, C. A. (2000, August). Differentiation of Innstruction in the Elementary Grades. Champaign,

Illinois, United States of America.


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Vygotsky, L. S. (1978). Mind in Society: The develoment of higher psychological processes. Cambridge:

President and Fellows of Harvard College.

Vygotsky, L. S. (1986). Thought and Language. Baskerville: Achorn Graphic Services.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for academic attainment:

the role of self-efficacy beliefs and personal goal setting. American Educational Resarch Journal,

663-676.


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Glossary of Terminology Accountable talk

Actively listening, , to the knowledge and learning, and

Additive Model/Common Underlying Proficiency

Theory that both acquisition of first and second languages can contribute to underlying language proficiency. Experiences with both languages, according to Cummins, promote the development of the proficiency underlying both languages, given adequate motivation and exposure to both, within school or the wider environment. SUP (Separate Underlying Proficiency) approach indicates that no such relationship/synergy exists between L1 and L2 language acquisition.

Assessment-based planning

The aim of assessment-based planning is to foster learning of worthwhile academic content for all students, and the most direct way that assessment serves this purpose is through its role in making decisions about curriculum and teaching

Authentic Audiences

An authentic audience is an audience beyond the teacher, the class or even the school. It is an audience that chooses to read what is being written instead of a group that is chosen by the writer or a teacher.

Authentic Purposes

An authentic purpose for writing is often derived from a real audience. The reason for writing is intrinsic to the student. Authentic writing occurs when one writes for authentic purposes and real audiences.

Authentic texts Natural or real teaching material; often this material is taken from newspapers, magazines, radio, TV, podcasts, etc.

Balanced Literacy

Balanced Literacy is a curricular methodology that integrates various modalities of literacy instruction. Assessment-based planning is at the core of this model. The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities, the teacher implements a well-planned comprehensive literacy program that reflects a gradual release of control, whereby responsibility is gradually shifted from the teacher to the students

Book Clubs an informal grouping of readers who discuss and write about the same book

Comprehensible Input

Comprehensible input, simply put, means that students should be able to understand the gist of what is being said or presented to them. This does not mean that teachers should not use words that students do not know, but instead it requires that teachers provide visual cues or alternative means of ensuring that students are able to make sense of new material.

Conferring Conferring with students occurs in both reading and writing; the act of having a conference with students in order to move individual students to the next level of learning

Differentiation Differentiation consists of the efforts of teachers to respond to variance among students in the classroom. Teachers can differentiate in at least four different areas: content, process, products and learning environment.


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Engaging students

Student engagement occurs when students make a psychological investment in learning. They try hard to learn what school has to offer.

Explicit skill instruction

Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes.

Gradual release of responsibility

The gradual release of responsibility is a research-based instructional model developed by Pearson and Gallagher (1993). In this optimal learning model, the responsibility for task completion shifts gradually over time from the teacher to the student.

Guided Reading Guided Reading bridges the gap between Shared and Independent Reading. Children are grouped by ability, with up to six children in a group. A book is chosen at 'instructional level' so that children will only have difficulty with one word in ten. The teacher leads the session, reinforcing various reading strategies and focusing on individual children as they read.

Guided Writing Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). Although guided reading has been traditionally associated with primary grades it can be modified and used successfully in all grade levels.

Habits of mind Marzano (1992) defines habits of mind as mental habits individuals can develop to render their thinking and learning more self-regulated.

Holding learning The ways in which teachers create reminders that students may access prior learning. For example, wall-charts, handouts, notebooks, etc.

Independent Reading

Independent reading is the reading students choose to do on their own. It reflects the reader’s personal choice of the material to be read as well as the time and place to read it. Independent reading is done for information or for pleasure

Independent Writing

In independent Writing, children write their own pieces. These pieces could include stories and informational narratives, as well as retellings, labeling, speech balloons, lists, etc. Independent writing provides a change for children to use writing across the curriculum.

Instructional framework

A document or series of documents that include the philosophy, methodological stance, structures and instructional practices of an educational institution and define the culture of that institution

Instructional practices

How we instruct/guide students in the classroom


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Interactive Read Aloud

An interactive read aloud is a strategy used by teachers to engage students in the reading process. In an interactive read aloud, the teacher reads a book or short text stopping at predetermined points to ask students questions. This strategy is especially helpful to ESL students, as it incorporates visual aids, oral aids, as well as modeled reading that will guide students to further literacy development.

Interactive Writing

Interactive writing involves a sharing of the pen between teacher and children. The focus of Interactive Writing is on concepts and conventions of print, the sounds in words and how the sounds connect with letters. Children actively plan and construct the text. For the most part, children also control the writing of the text. The teacher guides this process and provides appropriate pacing, assistance and instruction when needed.

L1 A first language (also native language, mother tongue, or arterial language) is the language(s) a person has learned from birth or within the critical period.

L2 A second language (also foreign language) is the language(s) that a person learns after the first or after the critical period.

Listen to Reading

Hearing good examples of literature and fluent reading expands your vocabulary, builds stamina and helps you become a better reader.

Literature Circles

In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students' response to what they have read.

Method A specific procedure, technique, strategy, especially in accordance with the methodology.

Methodological stance

If this is our belief, then this is what we do here

Methodology The generic systems and processes that are used to put a philosophy into practice.

Mini-Lesson A mini-lesson is defined by Calkins as a short lesson comprised of a 1-2 min. connection that introduces a new teaching point, a 4-6 min. teaching, 2-4 min. of active engagement on the part of students, and a 1 min. link on how students will use what they have just learned.

Modality An element of literacy, i.e. (Reading, Writing, Speaking, Listening, and Thinking)

Modeled Reading

During modeled reading, the teacher combines traditional read-aloud with explicit think-aloud demonstrations of targeted comprehension, decoding strategies and reading behaviors.


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Modeled Writing

Modeled writing is the teacher being an active writer. The teacher models the selection of topics; demonstrates the skills of gathering and organizing information; shows the need to clarify meaning; and models the ways in which information can be reordered, reoriented, changed, or deleted.

Philosophy Beliefs or theoretical underpinnings about the way kids learn.

Principles of Practice

a set of standards that act as a filter for advancing the educational norms of a literacy community. They act as parameters or guidelines to inform practitioners of the types of instructional techniques that align to our philosophical and methodological stance.

Print rich environment A print-rich environment is an environment in which reading and writing are used for

a wide variety of authentic, everyday purposes. (Weaver, C. 1990)

Reader's Theater

The performance of a literary work by an individual or group, wherein the text is read expressively, but not fully staged and acted out.

Scaffold Scaffolding refers to the idea that specialized instructional supports need to be in place in order to best facilitate learning when students are first introduced to new learning.

Scope and sequence

A scope and sequence is a tool that teachers use to know what to teach and when to teach it.

Shared Reading An instructional strategy in which the teacher involves a group of students in the reading of a particular book, that all students have access to, in order to help them learn aspects of literacy, i.e. print conventions, concept of word, reading strategies, etc.

Shared Writing In shared writing, the teacher and students compose text together, with both contributing their thoughts and ideas to the process, while the teacher acts as scribe, writing the text as it is composed.

Strategy Lesson The heterogeneous grouping of students for a specific purpose and a specific outcome, such as to teach visualization, or to teach students the expectations of whole group instruction.

http://www.sil.org/lingualinks/literacy/ReferenceMaterials/BibliographyLiteracy/WeaverC1990.htm

http://www.sil.org/lingualinks/literacy/ReferenceMaterials/BibliographyLiteracy/WeaverC1990.htm


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Structures The instructional components within a balanced literacy program that support teaching and learning by ensuring that students have the opportunity for authentic reading and writing while gradually releasing support as students become increasingly competent.

Student discourse

Classroom discourse refers to the written and oral ways of representing, thinking, communicating, agreeing, and disagreeing that teachers and students use to engage in those tasks. It also refers to the ways in which teachers orchestrate and promote discourse and to the interplay of intellectual, social, and physical characteristics that shape the ways of knowing and working that are expected in the classroom.

Student-centered

An approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators.

The content What the student needs to learn or how the student will get access to the information

The learning environment

The way the classroom works and feels

The process Activities in which the student engages in order to make sense of or master the content

The product Culminating projects that ask the student to rehearse, apply and extend what he or she has learned in a unit

The Workshop Model

The workshop model of teaching uses curriculum, individually paced work, assessment, self-assessment, and individualized learning and evaluation along a gradual release of responsibility.

Word Study Word study as the integration of phonics, spelling, and vocabulary instruction. Word study teaches students how to look closely at words to discover the regularities and conventions of English orthography, or spelling. It takes the place of traditional spelling and vocabulary approaches, such as skill instruction, scope and sequence, or repeated practice.

Zone of actual development

(or ZAD) refers to the student’s ability to perform a specific task independently. During this time the student requires no assistance from the teacher.

Zone of future development

(or ZFD) refers to the student's ability to perform a specific task in the future with teacher modeling.

Zone of proximal development

(Or ZPD) refers to the student's ability to perform a specific task with teacher support and assistance.

Documents

Woodburn School District Instructional Framework · 2017-12-08 · Introduction and Implementation Plan ... discussed and revised the K-5 Biliteracy Instructional Framework. The document