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Maine Reading First Course

Maine Reading First Course. Session #5 Instructional Frameworks for Comprehensive Literacy Programs. Key Learning Goals Session 5 Instructional Frameworks for Comprehensive Literacy Programs.

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Maine Reading First Course

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  1. Maine Reading First Course Session #5 Instructional Frameworks for Comprehensive Literacy Programs Maine Department of Education 2005

  2. Key Learning GoalsSession 5Instructional Frameworks for Comprehensive Literacy Programs • Learn frameworks for modeling literacy behaviors and for scaffolding children as they learn to read and write. • Begin to learn how to match components of literacy frameworks to students’ demonstrated needs. Maine Department of Education 2005

  3. Can you read this???? Try to read the story that has been provided to you. What would help you to read this story? Maine Department of Education 2005

  4. Balanced Literacy Framework Components Maine Department of Education 2005

  5. Read Aloud • Teacher provides full support • Usually a whole/large group activity • Provides a fluent reading model while promoting listening skills and increasing vocabulary, sense of story, & language syntax • Builds readers’ enjoyment of story and sense of community Maine Department of Education 2005

  6. Shared Reading • Teacher provides high levels of support • Can occur in large or small group settings with big books, charts, individual copies of texts, etc. • Teaches use of strategies and skills in context • Provides opportunities for children to participate and act like readers Maine Department of Education 2005

  7. Guided Reading • Teacher provides some support • Occurs in small, homogeneous groups in which each child has a copy of the text • Teaching points can be made before, during, and after reading based on student needs and text challenges • Provides opportunity for students to apply reading strategies and problem solve to create meaning from unseen texts Maine Department of Education 2005

  8. Independent Reading • Little or no teacher support is needed • Students read independently or in partners • Opportunities are provided for self-selection of text and independent application of reading strategies • Fluency and confidence are promoted through rereading and sustained reading Maine Department of Education 2005

  9. Language Experience or Shared Writing • Teacher provides full support • Teacher and children work together to compose messages and stories while the teacher acts as the scribe so all children can see the print • Models concepts of print and construction of text • Brings student attention to letters and words • Models enjoyment and purpose in writing • Can occur in large and small group settings and even with individuals Maine Department of Education 2005

  10. Interactive Writing • Teacher provides high levels of support • Teacher and children compose together with a “shared pen.” • Students gain practice in hearing and writing the sounds in words and the building up and breaking down process • Provides opportunities for the creation of reading resources for the classroom • Can occur in large and small group settings and even with individuals Maine Department of Education 2005

  11. Guided Writing or Writing Workshop • Teacher provides some support • Teacher guides the process by providing instruction through mini-lessons, workshops, and individual conferences • Provides demonstration and explanation of the wiring process: drafting, revising, editing, conferences, publishing • Students become aware of their audience, purpose, spelling, punctuation and grammar skills • Children engage in writing a variety of texts Maine Department of Education 2005

  12. Independent Writing • Little or no teacher support • Children write individually or with others to produce a variety of writing • Teacher may be observing and interacting or involved in small group instruction • Opportunities are provided for a wide range of writing functions, genres and the application of strategies • Students write for real purposes, allowing for opportunities of self-evaluation Maine Department of Education 2005

  13. Matching Texts, Readers, & Approaches Activity Maine Department of Education 2005

  14. 3—2—1 • 3—things worth remembering • 2—things to learn more about • 1—burning question Maine Department of Education 2005

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