Literacy Model for Candler County Schools

Literacy Modelfor Candler County Schools

Learning To Read

Elementary Grades K-5 Four Blocks Literacy Model GPS Framework Harcourt Reading

What are the Four Blocks?

Guided Reading Before During After

K-5 Reading to Learn

Word Works Vocabulary instruction Phonics instruction Building words

K-5 Reading to Learn

Writing daily Using a graphic organizer Process write Summarize to show what was learned Conference with 5 students a day about

their writing

K-5 Reading to Learn

Self-Selected Reading Sometimes called Reading Workshop Students read silently Teacher conferences with students and

listens to 5 students a day read Teacher discusses strategies that good

readers use

K-5 Reading to Learn

Teacher Read Aloud Teacher reads a book aloud each day to

students for about 10 to 15 minutes

Four Blocks Scheduling

Four Blocks should be done daily. It may take all day to get through the entire 4 components

In Results Now, Michael Schmoker explains what he believes to be the route to achieving unprecedented gains in student achievement. His conclusions center around two main points:

literacy and professional learning communities.

He believes that the key to success in all areas is the ability to read. In addition, he believes that teachers already have the knowledge they need to make great strides in aiding student achievement if they would only create the structures that would allow them to share their knowledge effectively.

To what degree have students in your school been formally taught how to read

text while reflecting on their reading (metacognition)?

There seems to be a disproportionate number of students in many districts who lack reading comprehension. Michael Schmoker

How many minutes a day do students in your school actually read or reread?

In what ways are students at your school encouraged to write?

Are you satisfied with reading instruction in your school?

How many students are succeeding in the subjects I teach?

Within those subjects, what are the areas of strength or weakness?

What is academic literacy?

Across all content areas students should be able to…

Read Write Listen/view Discuss/present Think critically and creatively Use language and vocabulary to read and comprehend text

to support the learning of content

Reading comprehension strategy instruction Writing instruction Opportunities for listening and viewing Opportunities for deep discussion and

presenting Instruction in use of higher-order thinking

skills

If someone came to my room looking for a literacy-rich classroom, what would they see/not see?

The Strategic Teacher…

Plans lessons with the learning outcome in mind. The outcomes of strategic lessons move students toward mastery of content standards.

Supports students with instructional strategies that are used within a best practices framework. Examples of best practice frameworks are the before, during, and after framework and the gradual release framework.

The Strategic Teacher…

Facilitates engaging lessons during which students have the opportunity to read, write, listen and view, discuss and present, think critically and creatively, and use rich language and vocabulary.

Planning Template for Connecting Before- During-, and After-Reading Strategies

Name of Lesson: Grade Level: Content Area:

Instructional OutcomesContent Learning Outcome(s):Content Standard(s):

Literacy Support Strategies & InstructionBefore Reading/Learning:

• Literacy Outcome:

During Reading/Learning• Literacy Outcome:

After Reading/Learning:• Literacy Outcome:

How will I assess learning for this lesson? (Note: assessment can be used to plan next steps and does not need to be graded) What will I do in subsequent lessons?

Reading to Learn

Grades 6-12

Daily Structure should include for all content: Before Teaching Activity During Teaching Activity After Teaching Activity

Consider the purpose of before reading

Teacher Instructional Practices Student OutcomesTeachers must: Help students activate their prior

knowledge. Help students establish purposes

for reading. Encourage students to generate

questions. Ask students to make predictions

about text. Help students construct graphic

organizers. Connect reading and writing.

Students will: Brainstorm concepts and key words

and ideas. Establish reading goals based upon

purpose for reading. Turn headings into questions. Predict and verify based on scan or

preview of content. Construct a graphic organizer based

on text structure to use during reading.

Write in a journal, vocabulary notebook, or other forms to connect with the text to be read.

Adapted from Fuentes 1998, 83

Consider the purpose of during reading

Teacher Instructional Practices Student Outcomes

Teachers must: Model metacognitive and

cognitive processes. Verify and/or formulate

predictions. Help students integrate new data

with prior knowledge. Get students to think about what

they are reading. Help students construct graphic

organizers. Summarize text. Read aloud. Think aloud.

Students will: Find answers to self-initiated

questions. Read silently. Read with a partner. Predict and verify. Re-read if necessary. Take notes. Construct and use graphic

organizers.

Adapted from Fuentes 1998, 83

Consider the purpose of after reading

Teacher Instructional Practices Student Outcomes

Teachers must: Encourage students to reflect on

what they read. Prompt students to evaluate

predictions. Encourage students examine

questions that guided reading. Require students to respond to text

through discussion. Require students to respond to text

through writing. Encourage retelling or summarizing. Connect writing to reading.

Students will: Discuss. Debate. Respond to questions. Verify predictions. Construct a graphic organizer. Write in a journal. Retell. Summarize. Role play. Research. Read related materials.

Adapted from Fuentes 1998, 83

Do I use a gradual release framework?

New skills should always be taught or modeled explicitly.

The four steps I plan to use:1. Introduce the skill2. Model the skill3. Guided practice with feedback4. Independent practice and

application

Vocabulary activities in the lesson should…

Encourage rich discussions about the meanings of unfamiliar words.

Help students to make connections between new words and familiar concepts.

Encourage students to use words in context. Help students to analyze word parts. Support active student engagement with

gaining word knowledge and understanding.

Students write: Position statements Summaries Journal entries Comparison/contrast papers Cause and effect statements Research papers I-search papers Pamphlets Explanations

The strategic lesson provides opportunities to make the reading/writing connection when…

Basically, 6-12 Teachers shouldPlan Strategic Lessons

What should students be able to do as a result of the lesson? Did they meet those outcomes?

Was there a clear purpose for each strategy chosen—pre, during, and post?

Did I follow (or begin) a gradual release process for each strategy?

Quick Review: Planning Strategic Lessons

Did I provide opportunities for students to: Read? Write? Listen/view? Discuss/present? Think critically and creatively? Use language and vocabulary to read and comprehend

text to support learning every day while actively involved in the learning process?