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HCPS Literacy Diet Expectations: A Review

HCPS Literacy Diet Expectations: A Review. The Literacy Diet. research-based approach. Balance of Literacy Instruction. How much time is devoted to each component of the Literacy Diet changes according to student instructional reading level (HBLI p. 7). How much time?. comprehension.

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HCPS Literacy Diet Expectations: A Review

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  1. HCPS Literacy Diet Expectations: A Review

  2. The Literacy Diet research-based approach

  3. Balance of Literacy Instruction • How much time is devoted to each component of the Literacy Diet changes according to student instructional reading level (HBLI p. 7) How much time? comprehension fluency

  4. Need more information? • Details about each Diet can be found in the Instructional Level Sections: • Emergent Readers (HBLI p. 109-116) • Beginning Readers (HBLI p. 199-122) • Transitional Readers (HBLI p. 124-128) • Fluent Readers (HBLI p. 130-134)

  5. Types of Readers Instructional Readers include transitional and fluent readers. Kindergarten 4th- 5th Grade

  6. Instructional Readers • Are “READING TO LEARN” • Spend twice as much time on comprehension than any other component of the diet. • Read at F & P levels J – Z.

  7. The Instructional (Transitional & Fluent) Reader Diet Comprehension is the focus of the instructional (transitional or fluent) reader. F & P Levels J - Z

  8. A Note About Comprehension Instruction • Grade-level appropriate comprehension skill instruction will take place in whole group mini lessons. • Practice/ Application of the comprehension skills will take place in small group and independent reading with instructional level text.

  9. A Note AboutFluency Instruction • Reading Fluency= Reading speed (WPM), reading accuracy (WRC) and prosody/expression. • Fluency activities will take place in whole group, small group, and independent settings. • Fluency activities will use independent level text (easy) and repeated readings of instructional level text (on target). • Fluency is assessed via running records, which must be given at the child’s instructional reading level.

  10. Independent/Small Group Work That Supports the Literacy Diet • Literacy Work that Supports Comprehension: HBLI p. 45-46 • Literacy Work that Supports Fluency: HBLI p. 47-48 • Literacy Work that Supports Phonics & Decoding: HBLI p. 49 • Literacy Work that Develops Vocabulary: HBLI p. 50 • Literacy Work that Builds Writing: HBLI p. 51

  11. Planning for the Literacy Diet Optional template p. 136 HBLI

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