1. G UIDED R EADERS AND W RITERS Chapter 2 Achieving the Literacy with a Three-Block Framework : Language & Word Study, Reading, and Writing

2. E SSENTIAL E LEMENTS OF THE F RAMEWORK THAT REMAIN CONSTANT 1) Language 2) Literacy 3) Literature 4) Content

3. W HY U SE A F RAMEWORK ? A Common Language and Vision Focus on a common set of practices Brings coherence Makes planning with colleagues easier

4. W HY U SE A F RAMEWORK ? Efficient Allocation of Instructional Time Structured framework makes management easier 30-60 min. for language and word study Hour for reading Hour for writing

5. W HY U SE A F RAMEWORK ? Routines for Independent Learning With a predictable structure, learn to be more independent Making Connections Reading can contribute to writing and word study Content areas and literature are integrated

6. B LOCK 1: L ANGUAGE AND W ORD S TUDY Shared Language/Literacy Begins with community meeting Brief – expands language and/or literacy skills Ex: ask students, in groups of 3, to talk about a topic for 3 min. Then as class, share key ideas that surfaced

7. B LOCK 1: L ANGUAGE AND W ORD S TUDY Interactive edit: brief (5 min) focusing on conventions Handwriting: once a week – focus on letter formation (5 min) Word Study: focus on spelling, phonics Modeled/Shared Reading/Writing: expands understanding Interactive Read-Aloud: teacher reads, asks questions, students listen

8. B LOCK 2: R EADING W ORKSHOP Independent Reading Students read individually Usually select on texts Hold one on one conferences Guided Reading Small homogenous group read same text Literature Study Small heterogeneous group interested in same things

9. B LOCK 2: R EADING W ORKSHOP Teacher Roles Independent Reading - mini-lessons, conferences Guided Reading – introduce text, observe, listen, engage Literature Study – present book talks

10. B LOCK 2: R EADING W ORKSHOP Student Roles Independent Reading – select on text, use time efficiently Guided Reading – actively apply new skills Literature Study- prepare for discussion, organize thoughts

11. B LOCK 3: W RITING W ORKSHOP Independent Writing Teacher – mini-lesson, conference Student – writes independently Guided Writing Teacher/Student – small groups meet to work on certain aspects of writing Investigations Teacher – provides guidelines, structure, and timeline Student – explore topics in depth

12. O RAL, V ISUAL, AND T ECHNOLOGICAL C OMMUNICATION Oral language foundation of reading and writing development Not just talk – involves new challenging learning experiences Learning New Language Learned through conversation, experience, text

13. C ONNECTING O RAL, V ISUAL, AND T ECHNOLOGICAL, AND W RITTEN C OMMUNICATION Conversation When student investigate, they engage in conversations with others Learning conversation skills Presentation Students use oral language and visual communication tools

14. C ONNECTING O RAL, V ISUAL, AND T ECHNOLOGICAL, AND W RITTEN C OMMUNICATION Performance/Drama Improvised or informal Explore, learn about life, empathize with others Visual Representation Integral part of communication Draw, sketch, or print to share response to text Play important part in inquiry

15. C ONCLUSION Purpose of framework: Makes teaching more powerful Easier to plan Organize time more effectively