Key Components in a Balanced Program To With By Reading Aloud Shared Reading Guided Reading Independent Reading

Tips for Reading Aloud Shorter pieces scattered throughout the day Intentional exposure to other genres and texts Intentional links on which to build instruction Use to expand the vision what texts are Use to expand the vision of who readers are

Instructional Cycle Informed by Assessment Plan Instruction Model Guided Practice Practice and Application Assessment

Cognitive Dimensions Phonemic awareness Concepts of print Alphabetic knowledge Word level strategies Vocabulary Fluency Comprehension strategies Overall reading level

Affective Dimensions Do your learners think they can succeed? Identity, self-efficacy, expectancy Do your learners want to succeed? Motivation Do our learners know what they need to do to succeed? Internal locus of control, internal reasons, self-regulatory, Pro-social behaviors

One Key Fundamental… We help shape our learners’ identities as a readers and writers

The Role of Identity in Reading Students construct their identities as readers at an early age. Reading identities are often constructed in terms of skills with little attention to the social and cultural factors that can influence individuals’ reading development. Students’ understandings about who they are as readers contributes to their beliefs about what they can or cannot do with texts.

A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classrooms “[A]cquiring the disposition for learning may be the most critical occurrence in the early grades…the prognosis for children who are engrossed in books at the first grade level and who think of themselves as readers and writers and are mindful of their weaknesses appears hopeful…those who in first grade have already disengaged from literacy instruction appear to have already begun the pattern of turning away from school.” Karin L. Dahl and Penny A. Freppon in Reading Research Quarterly, (Jan/Feb/Mar, 1995), pp

Anything but Lazy: New Understandings about Struggling Readers, Teaching and Text” by Leigh Hall 2006 IRA Outstanding Dissertation Conclusion: The ways in which each student transacted with the reading task demands of his/her classroom were influenced by: his or her perceptions of his or her abilities as a reader, how he or she wanted to be seen as a reader and his or her desire to comprehend and learn from text.

Language Arts Receptive Reading Listening Viewing Expressive Writing Performing Producing All built on oral language

Writing Instruction Product   Process

Process approaches 6 Traits plus One (Ruth Culham) Inquiry Processes (Katie Wood Ray) Units of Study (Lucy Calkins) Workshop Approaches (Donald Graves)

6 Traits plus 1 Voice Word Choice Ideas Organization Conventions Sentence Fluency Presentation

Inquiry Immerse Discover Emulate Innovate Personalize

Units of Study Focus Expose Experiment Enhance Integrate

Workshop Focus Lesson Status of the Class Draft Revise Edit Polish/publish Share

Key Components in a Balanced Program To With By Reading Aloud Shared Reading Guided Reading Independent Reading

Why whole group instruction? Why not whole group instruction?

Accelerating Growth Whole Group Universal Instruction within the classroom Differentiated Instruction in Small Groups within the classroom Differentiated Intervention with Individuals within the classroom Intensive/Outside Intervention

Why whole group instruction? Why not whole group instruction?

Elements Common to All Models Frontloading Time invested on the front end of the lesson guarantees that more students will be better able to work independently away from you Gradually turn over the responsibility for the reading and responding to the text over to the students by moving from modeling to guided practice to independent practice. Make sure the purpose and directions for independent reading and writing are clear for all students before turning over the activity to students and starting any instruction with a small group Do-able Differentiation, p. 29

Frontloading Develop background knowledge Activate schema Generate interest Address skill needs Set a purpose

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