Primary Literacy Notebook - Language Arts/Reading Primary Literacy Notebook Primary ... Literary Appreciation ... Fluency aids in the construction of meaning and the enjoyment of reading

Madison Metropolitan School District

2006 Edition

Primary Literacy Notebook

Teaching and Learning – Language Arts Department Madison Metropolitan School District

Art Rainwater – Superintendent Mary Watson Peterson – Language Arts Coordinator

Authors: Diane Esser

Cindy Gleason Therese Kolan

Patti Lucas Jan Rohde

Layout Editor: Christina Anderson

2006 Edition Copyright © 2002, revised edition 2006 by Madison Metropolitan School District, Madison, WI. All rights reserved. No part of this document may be reproduced in any form without the express written consent of the Superintendent of the Madison Metropolitan School District. The Madison Metropolitan School District does not discriminate in its educational programs, related activities (including School-Community Recreation) and employment practices as applicable to local, state and federal laws. Graphics copyright ® Karen’s Kids, Fort Madison, IA- used with permission.

Primary Literacy Notebook

Primary Literacy Overview---------------------------------------------------------------1 Reading Overview-------------------------------------------------------------------------21 Read Alouds--------------------------------------------------------------------------------35 Shared Reading----------------------------------------------------------------------------45 Guided Reading----------------------------------------------------------------------------59 Independent Reading--------------------------------------------------------------------111 Writing Overview------------------------------------------------------------------------133 Modeled Writing-------------------------------------------------------------------------139 Shared Writing---------------------------------------------------------------------------147 Interactive Writing----------------------------------------------------------------------155 Independent Writing--------------------------------------------------------------------167 Writing Process---------------------------------------------------------------------------201 Writing Workshop-----------------------------------------------------------------------213 Writing Traits and Crafts--------------------------------------------------------------239 Organization and Management of the Literacy Block ---------------------------249 Professional References-----------------------------------------------------------------283

Table of

Contents

“A balanced approach to literacy calls for a curriculum framework that gives reading and writing equal status. It acknowledges the meaning-making involved in the full process of reading and writing, while recognizing the importance of the strategies and skill used by proficient readers and writers.” Au, Carroll and Scheu, Balanced Literacy InstructionA Teacher’s Resource Book

Primary Literacy Overview

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MMSD Primary Literacy Notebook Primary Literacy Overview

Primary Literacy Instruction

“The literacy-rich classroom communicates the importance of real reading and writing

activities by engaging children in a variety of print activities and not relegating reading

and writing to a brief period. These teachers know that if there is no time in the school

day for real reading and writing, then children will get a powerful message about the

value (or lack of value) of reading and writing. The first and most basic component of

classroom instruction is offering children a variety of real reading and writing

encounters.” Cunningham & Allington, Classrooms that Work

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MMSD Educational Framework

Children come to school with a wonderful diversity of background knowledge. Acknowledging, honoring and building upon this knowledge fosters the three strands of the Madison Metropolitan School District (MMSD) Educational Framework: engagement, learning and relationships. The MMSD Educational Framework assures that every student acquires the necessary knowledge and skills for academic achievement and a meaningful life. The following diagram represents a comprehensive system of supports and interventions for children who are not experiencing success. To enhance student engagement, learning and relationships, the framework focuses on researched-based best practices.

Engagement•Classroom•SchoolCommunity

Learning•Content•InstructionalStrategies

RelationshipsStudentStudent

StaffStaff

StudentStaffStaffFamily

Core Practices, Services & Programs

IF A STUDENT ISN’T SUCCESSFUL?

SOME Students

Classroom Specific Supports

School/District Wide Supports

FEW Students

Time Limited Specialized Support

FEWER Students

Long Term Intensive Specialized Support

FEWEST Students

ASSESSMENT

ALL Students

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© MMSD 10.16.02

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Purpose of the MMSD Primary Literacy Notebook The purpose of the Primary Literacy Notebook is to present the Madison Metropolitan School District’s (MMSD’s) comprehensive balanced literacy program. It is based on best practices from current research and supports the district’s goal of ensuring all students are able to read and write at grade level by the end of third grade. This notebook defines and explains MMSD’s nine key elements and instructional components. The key elements (what we teach) and the instructional components (how we teach) make up MMSD’s balanced literacy framework. This framework for how to teach both primary reading and primary writing is based on Lev Vygotsky’s theory of cognitive development.

The notebook provides common understandings for MMSD kindergarten through second grade teachers. It serves as a resource and provides a focus for discussions to help deepen understanding of the reading and writing processes. The ultimate goal is to improve student literacy achievement through more reflective and effective teaching.

Special Features of the Primary Literacy Notebook

• An explanation of the MMSD key elements for primary reading instruction and the components of the balanced primary literacy program

• A brief explanation of Lev Vygotsky’s theory of how children learn and its connection to balanced literacy

• The use of the Gradual Release of Responsibility Model (from the work of P. David Pearson) to illustrate how each component supports learning

• A brief description of the Teaching and Learning Cycle

• A separate section for each component of the Balanced Literacy Framework that

includes: • A definition of the component • Where the component fits on the Gradual Release of Responsibility Model • The value of the component in regard to the MMSD Key Elements • How to do teach the component • Possible teaching points • Useful materials • Professional resources

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MMSD Key Elements A district-wide committee developed the MMSD document Key Elements of Reading Instruction during the 1998-1999 school year. The committee determined which key elements, based on current research, are necessary for a strong primary literacy program. The key elements presented in this document support the high expectations the district has for all primary students. These nine elements are what should be taught:

MMSD Key Elements

1. Comprehension 6. Phonemic Awareness 2. Concepts of Print 7. Phonics 3. Fluency 8. Reading Strategies 4. High Frequency Words 9. Vocabulary/Concept Development 5. Literary Appreciation

A description of each element and its importance follows.

Comprehension What it is: Reading comprehension is the construction of meaning based on the interaction between the author’s words and the reader’s language knowledge and life experiences. Why it is important to teach: The main goal of reading is for students to gain meaning from text. To fully comprehend a text, students need to be able to use the following comprehension strategies:

• Making Connections • Questioning • Determining Importance • Creating Sensory Images • Inferring • Synthesizing

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Concepts About Print What they are: Concepts about print are the understandings of print conventions such as:

• Print carries a message. • Directionality (left to right, top to bottom). • Distinctions between upper and lower case letters. • Difference between letters and words. • Punctuation. • Author and title. • Writing formats (letter, poem, play, report, story etc.). • Headings and captions. • Charts and tables. • Table of contents, index and glossary.

Why they are important to teach: Concepts about print are fundamental understandings that support reading and writing. Fluency What it is: Fluency in reading is the ability to read text accurately integrating the use of pacing, decoding, sentence structure, punctuation and expression, to create the tone, cadence and flow of text. Fluent readers recognize words automatically and group words to help create meaning as they read. Fluency in writing is the ability to write easily, smoothly and expressively. It includes letter formation, spelling, use of punctuation, sentence structure, development and organization of ideas, use of syntax, grammar and flow of text.

Why it is important to teach: Fluency aids in the construction of meaning and the enjoyment of reading and writing. Because fluent readers and writers do not have to focus on decoding words or encoding text, they can focus their attention on making meaning. Reading become more engaging and rewarding.

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High Frequency Words What they are: High frequency words are words that occur often in oral and written language. They may or may not be phonetically decodable. They are words proficient readers recognize automatically and proficient writers spell fluently. Why they are important to teach: Automatic word recognition build fluency and aids comprehension. Literary Appreciation What it is: Literary appreciation is recognizing and responding to the text and noting how imagery, figurative language, author’s voice, genre, structure, etc., convey meaning. Literary appreciation in writing is using imagery, figurative language, voice, genre, structure, etc., to convey meaning. Why it is important to teach: When students are thinking about the literary aspects of reading and writing, they are using higher level thinking skills of analysis, synthesis and evaluation. Phonemic Awareness What it is: Phonemic awareness is the understanding that spoken words are made up of individual sounds (phonemes). It is the ability to pick out, segment, manipulate and blend sounds in spoken words. Why it is important to teach: Phonemic awareness is a prerequisite to learning phonics. Phonemic awareness tasks are hearing tasks rather than reading tasks. Children must perceive the sounds in spoken words. For example, they must “hear” the /c/ /a/ /t/ in cat and have the ability to manipulate those sounds (i.e., change the /t/ to /n/ to make the word can). Children need this knowledge to “sound-out” words and decode or encode them in a rapid and accurate fashion. Awareness of the sound structure of our language is often taken for granted, but many children need instruction to develop this skill.

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Phonics What it is: Phonics is the understanding that there is a correspondence between letters and sounds with the goal of blending the sounds to decode and encode words fluently. Phonics instruction includes the study of word chunks, syllables and the spelling and meaning of word parts (prefixes, suffixes and roots). Why it is important to teach: Knowledge of letter and sound correspondence is essential in decoding visual information in reading and encoding words in writing. Blending sounds together accurately and automatically to make words is a critical step in becoming a fluent reader and writer. Reading Strategies What they are: Reading strategies are metacognitive problem-solving behaviors that enable children to read text independently. Children bring background knowledge, experiences and language to the tasks of reading. As they work to create meaning from text, they weave strands of information together. These strands include meaning, structure and visual cues. The strategies proficient readers use to weave information together include predicting, self-monitoring, searching for information, cross-checking and self-correcting. Why They Are Important To Teach: Teaching reading strategies supports children in becoming independent problem solvers as they read increasingly difficult materials. As good observers of reading behaviors, teachers are aware of which strategies a child uses effectively and which strategies need to be taught to assist the child in becoming a more efficient and fluent reader. Vocabulary/Concept Development What it is: Vocabulary is the knowledge of word meanings and the concepts they represent. Vocabulary knowledge initially develops through speaking and listening and expands through reading and writing.

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Why it is important to teach: Reading comprehension depends upon the reader’s recognition of words, knowledge of their meanings and understanding of the concepts presented in the text. Vocabulary/Concept development assists the writer in choosing words to convey meaning, express ideas clearly and to write in an interesting manner. A rich vocabulary adds to the ease and enjoyment of both reading and writing.

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Balanced Literacy Framework

When using a balanced literacy framework, attention focuses on both reading and writing instruction based on students’ needs. Instruction in each supports learning in the other. They are interdependent and reciprocal. The reading and writing components provide a framework for how to teach the nine key elements of reading instruction that is consistent with learning theory. The components of a balanced primary literacy framework are:

Reading Writing

Read Aloud Modeled Writing Shared Reading Shared Writing

Guided Reading Interactive Writing Independent Reading Independent Writing

Reading

Reading Aloud: The teacher reads and thinks aloud demonstrating the metacognitive process (thinking about one’s thinking) of a fluent reader. Teachers select texts of all genres. Selected teaching points based on on-going observation and assessment target students’ current needs. Read alouds teach vocabulary, concepts, comprehension strategies (making connections, determining importance, questioning, visualizing/creating mental images, inferring and synthesizing) and writing crafts and traits (ideas, organization, voice, word choice, sentence fluency, conventions and presentation), etc. Teachers frequently reread texts to teach additional concepts and extend learning.

Shared Reading: The teacher and students engage in an interactive reading experience using a text with large print. The teacher selects the text based on students’ needs. The teacher rereads the text many times over a period of days with students joining in during repeated readings. Attention focuses on specific teaching points based on ongoing observation and assessment to target students’ current needs. The use of big books, large charts, pocket charts, transparencies or multiple copies of text ensures that everyone can see the print.

Guided Reading: The teacher works with a small group of children with similar reading needs. The teacher selects and introduces a new book and supports children as they read the text by themselves. Selected teaching points based on on-going observation and assessment target students’ current needs. Children have the opportunity to be independent problem solvers as they read. Groups are flexible and change as a result of frequent observations and assessments in the form of running records.

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Independent Reading: Students self-select and practice reading familiar and other independent level texts on their own or with a partner for an extended period of time. Students practice applying both known and developing skills and strategies. Students have the opportunity to read for pleasure, be independent problem solvers and improve reading fluency.

Writing Modeled Writing: The teacher demonstrates what a writer does by thinking aloud and writing in front of the students. Selected teaching points based on on-going observation and assessment target students’ current needs. The teacher demonstrates concepts about print, word work, the writing process and writers’ crafts and traits through modeling a variety of writing forms. Texts are often written over the course of several lessons. Shared Writing: The teacher writes while collaboratively discussing, planning and composing a text with the students. Selected teaching points based on on-going observation and assessment target students’ current needs. The teacher scaffolds students’ learning through expanding their knowledge of concepts about print, word work, the writing process and writers’ crafts and traits. A variety of texts (charts, reports, news, stories, letters, invitations, lists, etc.) are often written over the course of several lessons. Interactive Writing: The teacher and students compose and write a text together. The students participate by writing the parts they know or are learning. The teacher fills in the unknown parts. Selected teaching points based on on-going observation and assessment target students’ current needs. Attention focuses on concepts about print, word work, the writing process, crafts and traits of a writer, etc. The text can take the form of a chart, report, research, story retell, letter, invitation, etc. Texts are often written over the course of several lessons. Independent Writing: Using the writing process, children write on their own refining skills they have already acquired and practicing evolving skills. Ideally, children write for authentic reasons selecting their own topics and genres. The teacher confers with individuals or small groups of students. Based on on-going observation and assessment, the teacher reinforces and scaffolds student learning making specific teaching points. Products include stories, reports, notes, labels, lists, journals, poems, plays, letters, etc. Texts are often written over the course of several days.

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Word Work Teachers incorporate word work throughout all balanced literacy components. Explicitly teaching children how words work is an important aspect of a balanced literacy program. Children learn the regularities, inconsistencies, patterns and rules of our language. They also learn the spellings and the meanings of words for fluent reading and writing. Fluent readers and writers depend on fast, accurate recognition of words in text, and fast, accurate production of words in writing so they can focus their attention on making meaning. Word work examples include teaching:

• Letter-sound correspondence.• Blending sounds into words. • Word parts or chunks. • Using known words to create new words. • High frequency words. • Word use and meanings.

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The chart below demonstrates how the key elements and the balanced literacy components weave together to form a strong primary literacy program. In a balanced approach the time or attention given to the elements and the components differs for each child based on the assessed needs of the child. A balanced program matches the needs of each child with the elements and components that move the child forward in literacy learning.

WEAVING TOGETHER A PRIMARY LITERACY PROGRAM

9 Key Elements

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Guided Reading

Independent Reading

Modeled Writing

Shared Writing

Interactive Writing

Independent Writing

WEAVING TOGETHER A PRIMARY LITERACY PROGRAM

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Vygotsky The Zone of Proximal Development and

Scaffolding Instruction Work in the area of cognitive development by the Russian psychologist Lev Vygotsky (1896-1934) has had a profound impact on literacy instruction in the United States. More traditional views of learning see the learner as a passive recipient of knowledge. Vygotsky’s social constructivist approach views the learner as an active participant who constructs his or her own meaning through engaging with more capable adults or peers around a particular concept or task. Much of the theoretical foundation of the Balanced Literacy Framework presented in this notebook is based on the work of Vygotsky. The zone of proximal development (ZPD) and the scaffolding of instruction are two of his ideas that need a brief explanation. Zone of Proximal Development (ZPD) The zone of proximal development is defined as “the gap between the child’s current or actual level of development determined by independent problem solving and the child’s emerging potential level of development determined by problem solving supported by an adult or through collaboration with more capable peers.” (Vygotsky in the Classroom, 1996) The key ideas in this definition are problem solving independently and problem solving with support from a more capable person. When a child can do a task easily and independently, he or she is practicing what is already known and is performing at his or her level of actual development. If a child is engaged in a task that he or she can only perform successfully with support from a more capable adult or peer, then that child is operating within his or her zone of proximal development (ZPD). If a child is unable to perform a task successfully even with assistance, the task is beyond his or her zone of proximal development. It is too difficult and may cause frustration. This is a task at the child’s level of future development.

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The Zone of Proximal Development A child’s ZPD is constantly changing. Vygotsky states, “What the child can do in cooperation today he can do alone tomorrow. Therefore the only good kind of instruction is that which marches ahead of development and leads it; it must be aimed not so much at the ripe as at the ripening functions.” (Dixon-Krauss, Vygotsky in the Classroom) Good instruction that takes into account a child’s ZPD depends on careful ongoing observation and assessment.

Scaffolding of Instruction Vygotsky defined the scaffolding of instruction in this manner, “The teacher or adult structures a learning task and provides directives and clues using dialogue to guide the learner’s participation in the learning task.” (Dixon-Krauss, Vygotsky in the Classroom) Webster’s New World College Dictionary defines scaffold as “a temporary wooden or metal framework for supporting workmen and materials.” With this definition in mind it is easier to envision the visual, verbal or kinesthetic scaffold a teacher creates to support a child in learning a new concept or task. As the child’s understanding grows, parts of the scaffold are removed until the scaffolding is gone entirely and the child has independent control of that particular concept or task.

Assisted

Development (ZPD) Actual

Development Actual development is what the child can do today without support.

Assisted development is what the child can do today with support.

Future development is what the child cannot do today even with support.

Future Development

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The scaffolding of instruction is found in a broader sense in the components of the primary literacy framework. The purpose of Read Alouds and Modeled Writing is for the teacher to model the acts of reading and writing with explicit language about his or her own thinking during the process. The teacher is entirely responsible for the reading and writing. The purpose of Shared Reading, Guided Reading, Shared Writing and Interactive Writing is to remove some of the scaffolding and share the task with the children. The teacher still has responsibility but releases some responsibility to the students. The teacher’s language becomes less explicit and more questioning. The purpose of Independent Reading and Independent Writing is to give children the opportunity to practice what they can do independently without the scaffolding to support them. The teacher has released responsibility and given it to the students. P. David Pearson calls this process the gradual release of responsibility. The teacher gradually releases responsibility for the task of reading or writing to the children. In addition, Wilhelm articulates the gradual release of responsibility process as it moves from teacher-directed to student-directed independence in learning. The following diagram illustrates how the instructional components fit into the gradual release of responsibility model.

Gradual Release of Responsibility Reading Read Aloud Shared Guided Independent Modeled Shared Interactive Independent

Writing

Child Responsibility

Teacher Support

* Wilhelm, J. D., Baker, T.N. and Dube, J. (2001). Strategic reading: Guiding students to lifelong literacy 6-12. Portsmouth, NH: Heinemann.

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch *

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The Teaching Learning Cycle “The key to teaching children is figuring out what and how they are thinking while the teaching and learning are actually happening. Teaching and learning occur in a social context as a dynamic process rather than as a preconceived one. Lev Vygotsky’s work is based on this idea. The basic premise of his theory is that, if we want to study how children learn, to assess their potential to learn, and to improve instruction, we must analyze their performance and their thinking while they are engaged in learning activities. This is what effective teachers do daily.” Dixon-Krauss, Vygotsky in the Classroom

The Teaching and Learning Cycle begins with assessment. Both formal and informal assessments at the beginning of the year are essential to establish the point at which a teacher steps into each child’s learning. Daily, ongoing observation and assessment continue throughout the year to identify strengths and needs and ascertain how each child’s understandings have changed. Being a skilled observer of children is one of a teacher’s most important tasks. Evaluating each child’s understandings helps to determine the effectiveness of the instruction and inform future planning. Based on this thoughtful planning, teachers differentiate instruction to scaffold learning for all students. The cycle continues as the teacher reassesses students, evaluates the assessment, reflects on lessons taught and plans and teaches new lessons. The Teaching and Learning Cycle diagram that follows illustrates the recursive nature of assessing, evaluating, planning and teaching.

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The Teaching and Learning Cycle

Assessment

Evaluation

Planning

Teaching

Observe and assess throughout the year

Identify strengths and needs

Design lessons to meet needs

Provide differentiated instruction

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“Learning to read depends on two critical factors: the teacher’s thorough understanding of the reading process itself, and his or her determination to understand and respond to each child’s needs as a reader.” Keene and Zimmerman, Mosaic of Thought

Reading Overview

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MMSD Primary Literacy Notebook Reading Overview

Introduction

Just as children come to school with a rich diversity of background knowledge, they enter our classrooms with a wide range of literacy experiences. Keene and Zimmerman, the authors of Mosaic of Thought, state two essential factors that determine whether all children in a classroom learn to read. The first factor is “the teacher’s thorough understanding of the reading process.” Ongoing study, practice and reflection are necessary to develop a deep understanding of the reading process. The second factor is the teacher’s “determination to understand and respond to each child’s needs as a reader.” It is the teacher’s responsibility to continually assess students, observe learning strategies and plan appropriate next teaching steps. (See Teaching and Learning Cycle in the previous section.)

The reading components of a balanced literacy framework (read alouds, shared reading, guided reading and independent reading) provide the structure for how to teach reading in a way that supports students’ development. The following pages of the reading overview include:

• The reading process • Stages of reading development • Assessment and observation

Following the overview are sections for:

• Read-Alouds • Shared Reading • Guided Reading • Independent Reading

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The Reading Process Definition of Reading Definitions of reading have shifted over time as research on learning has expanded our understanding of the reading process. Each definition reflects the writer’s assumptions of how people learn. For the purposes of this notebook, reading is defined as: “a message-getting, problem-solving activity which increases in power and flexibility the more it is practiced.” (Clay, Becoming Literate) Proficient readers fluently use various cues and strategies to understand the author’s message.

Reading Cues The reader uses three sources of information or cues while reading a text:

• Meaning • Structure • Visual

Since reading is a “message-getting” process, it is critical to comprehend what is read. Meaning cues come from the words themselves and the relationship of the words to each other in the text. Illustrations provide an additional source of meaning. Sufficient language and life experiences are necessary to create meaning from text. The reader utilizes background knowledge to make sense of the text, predict what will come next and affirm what is read. Using meaning cues, readers monitor if the reading makes sense. Structure cues come from the organization of words and patterns of language. The interrelationships of words, phrases and clauses form the structure of language. Readers use their knowledge of English grammatical patterns and language structures to determine if what they read sounds right to them. When using structure cues readers monitor if the reading sounds like oral language or sounds like the language of written text. Visual cues come from the printed symbols of the language and their corresponding sounds (phonics). Both knowledge of the printed symbols of the language and the sounds for the symbols are needed to make use of the visual cueing system. The reader also needs to understand and use knowledge of concepts about print, punctuation, genre and text features. When using visual cues readers monitor if what they have read matches the print. Fluent readers integrate these three sources of information automatically. The following chart illustrates the three reading cues. (Additional information on reading cues can be found in the Guided Reading section.)

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Three Reading Cues

Visual Does it look right?

Student Uses: • Letter/Sound Correspondence • Word Parts (Chunks) • Concepts About Print

• Directionality • Punctuation • Text Features, etc.

Structure Does it sound right?

Student Uses:

• Knowledge of English

• Grammatical Patterns • Order and

Relationships of Words

Meaning Does it make sense?

Student Uses:

• Prior Knowledge • Word Meanings • Words in Context • Sense of the Text • Illustrations Proficient

Readers

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The following examples illustrate how a reader might use each of these cues to correct an error. Meaning Cue Text: The horse ran up the road. Reader reads: The horse ran up the rope. Reader thinks: That doesn’t make sense. The reader fixes the error because the sentence doesn’t make sense in the story. Structure Cue Text: The horse ran up the road. Reader reads: The horse ran upped the road. Reader thinks: That doesn’t sound right. The reader fixes the error because “ran upped ” is not normal language usage. It doesn’t sound right. Visual Cue Text: The horse ran up the road. Reader reads: The horse went up the road. Reader thinks: That doesn’t look like the word “went,” it starts with an “r.” The reader fixes the error because the word doesn’t look right.

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Reading Strategies Reading is defined as “a message-getting, problem-solving activity." Whether the reader is seeking factual information or reading a story, the purpose of reading is to understand what the author has written. Fluent readers use a variety of problem-solving strategies to “get the message.”

These strategies include: • Self-monitoring • Searching

• Cross-checking • Self-correcting

Fluent readers monitor their reading and notice when something is not right. If something is not right, they search for more information. They continually predict words or story events based on their background knowledge and the meaning, visual and structure cues. Readers cross-check one source of information against another to confirm what they have read makes sense, looks right and sounds right. They are aware of errors and self-correct them. Comprehension Strategies

“Strategic readers address their thinking in an inner conversation that helps them make sense of what they read. They search for the answers to their questions. They attempt to better understand the text through their connections to the characters, the events and the issues.” Harvey & Goudvis, Strategies That Work

Comprehension of text is the ultimate goal of reading. Comprehension does not automatically result from decoding print. Readers use a variety of strategies to understand what they read. The strategies may differ, depending on the type of material and the purpose for reading. Teaching comprehension strategies supports students in becoming conscious about their thinking while interacting with a text. Reading comprehension is the construction of meaning based on the interactions between the author’s words and the reader’s language, knowledge and life experiences. Proficient readers think about their thinking as they read the text. They are active, thoughtful problem solvers who can identify when and why the meaning may be unclear. Readers use the following strategies to deepen their understanding while they read.

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Readers use the following strategies to comprehend text:

• Making Connections Readers make connections by activating their own knowledge before, during and after reading. Readers connect what is occurring in the text to their own life (text-to-self connections), to another book or author’s style (text-to-text connections) or to real world events (text-to-world connections).

Possible questions to ask students:

• Has that ever happened to you? • Do you know someone like that? • Have you ever felt like that? • Do you know another book like that? • What does this part remind you of? • How does making connections help you better understand the book?

• Questioning Readers ask questions to interact with the text and the author. Questions may occur before, during or after reading. Questions help us to clarify meaning, wonder, think about the author’s intentions, make predictions, check understanding and focus meaning.


• What are you wondering about? • Did we find answers to our questions? If so, were they answered in the text, from background knowledge, by inferring or through further research? • How does asking questions help you better understand the book?

• Creating Sensory Images Readers create personal sensory and emotional images from text during and after reading. These images help readers understand characters, engage in and personalize the text.

Possible questions to ask students: • What pictures did you make in your mind while you were reading? What did you see,

hear, smell, taste and feel? • How did those pictures help you understand the story?

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• Inferring Readers use prior knowledge and textual clues to predict, draw conclusions and form new ideas or unique interpretations of the text. Readers go beyond the words to formulate ideas about what is implied but not stated.


• What did you figure out based on the text and your own thinking? • Why do you think this happened? • Why do you think the character…? • How do you think the character is feeling? • Why do you think the author…? • What prediction can you make based on your experiences and what has happened so

far? • What possible theme(s) do we see in this book? • How did you know… if it didn’t say it in the book? • What evidence do you find in the text to support…? • How does making inferences help you better understand the book?

• Determining Importance Readers recognize main ideas and information to identify key concepts or themes as they read. They sort vital information from inconsequential details.

Possible questions to ask students: • If you were to tell someone about the story you just read, what important parts would

you share? • What are the important ideas or main themes in this story? • What are the important facts to remember? • Why do you think the author wrote this text? • What was the important point the author was trying to make? • How does determining importance help you better understand this book?

• Synthesizing Readers reconfigure information from the text, integrating it with their prior knowledge. This new understanding leads to new insights or perspectives.


• As you read or listened to the story, how did your thinking grow and change? • Based on the text and your own thinking, did you come up with a new understanding? • How does understanding this text help you form new insights?

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Stages of Reading Development Teachers identify a child’s stage of development by observing and recording the child’s reading behavior. The following descriptions create a portrait of a reader at each stage of development. Keep in mind that these are general stages. Children may not exhibit all the behaviors listed in their present stage. In addition, they may exhibit some behaviors from another stage.

Book Levels: 1 – 4 Behaviors to Teach and Scaffold

• Learning letter names and sounds • Handles books appropriately – moves through the text front to back, turning pages • Controls left to right directionality and return sweep • Points word-by-word matching voice to print • Attends to introduction and uses information to read text • Relies heavily on background knowledge and meaning and structure cues to read text • Relies primarily on illustrations to create meaning before print • Uses text language patterns to support reading • Locates familiar and new words • Uses know high-frequency words as anchors • Uses visual cues (beginning letters) to articulate first letter sound in unknown words • Responds to changes in sentence patterns • Use the strategy of self-monitoring (one to one matching, known words, errors in

meaning, errors in structure) • Beginning to use the strategy of searching for cues to problem solve • Beginning to use the strategy of cross-checking meaning and structure against first

letter visual cues • Beginning to use the strategy of self-correcting • Uses periods when reading • Reads familiar text fluently • Comprehends text at this level – retells story and makes connections

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Book Levels: 5 - 8 Behaviors to Teach and Scaffold

• Moves away from finger pointing as eyes take over the process • Attends equally to print and illustrations to create meaning • Knows many high frequency words and reads them automatically • Constructs meaning as text unfolds to make predictions • Uses visual cues (beginning letters, final letters and some chunks) to problem-

solve and confirm words • Uses known words and some chunks to problem solve new words • Increasingly uses the strategy of self-monitoring to realize when reading doesn’t

make sense, sound right or look right • Increasingly uses the strategy of searching for cues to problem solve • Uses the strategy of cross-checking one source of information (cues) against

another to confirm or make another attempt • Rereads to search, confirm reading or to problem solve • Makes multiple attempts to use the strategy of self-correcting • Uses question marks and exclamation points (for phrasing and meaning) • Reads familiar text fluently attending to some punctuation • Comprehends text at this level – retells in sequence, practices comprehension

strategies being studied, contributes to group discussion


• Relies more on the print than the illustrations to create meaning • Expands high-frequency words and reading vocabulary • Uses multiple cues (meaning, structure, visual) • Uses known words and chunks to problem solve new words • Holds onto meaning while accessing visual information to figure out new words

(using chunks, beginning, end and middle of words) • Uses the strategy of self-monitoring reading • Uses the strategy of searching for cues to problem solve • Uses the strategy of cross-checking one source of information (cues) against another • Uses the strategy of rereading to clarify, affirm, self-correct and improve fluency • Uses the strategy of self-correcting to independently correct many errors • Understands the meaning of quotation marks and commas • Comprehends text at this level – retells in sequence, practices comprehension


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• Uses print as major source of meaning • Reads a large number of sight words, including some subject specific words • Reads longer texts with greater accuracy • Sustains comprehension and interest with longer texts • Reads across longer words in a left to right sequence using a variety of word parts

(onset, letter clusters, chunks, syllables) to solve new words “on the run” • Consistently uses the strategy of self-monitoring reading • Consistently uses the strategy of searching all sources of information • Consistently cross-checks one source of information against another • Uses the strategy of self-correcting at or near point of error • Uses “in the head” problem solving strategies • Uses cues and strategies flexibly • Builds understanding of new punctuation • Reads and comprehends a variety of texts, including fiction and nonfiction • Reads familiar texts fluently and new texts with a high level of fluency • Comprehends text at this level – retells in sequence, practices comprehension


Book Levels: 17+ Behaviors to Teach and Scaffold

• Sustains comprehension and interest in longer more complex texts • Solves unfamiliar words “on the run” without detracting from meaning • Makes independent discoveries about how words work and how texts work • Internalizes use of efficient, flexible problem solving strategies on a variety of texts • Reads and comprehends a wide variety of genres • Reads fluently • Independently uses comprehension strategies • Self-improves as a reader

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Assessment and Observation

“Teachers who try to find out what children do not know (and much testing is directed to this) are looking for initial points of contact in the wrong places. What they need to do is find points of contact in children’s prior learning, the things that children can do…” Clay, Becoming Literate Through careful assessment and observation a teacher steps into a child’s learning and understanding of the reading process. Determining the cues and strategies the child is using (what the child can do) allows the teacher to target the next teaching points. Assessment

The Madison Metropolitan School District developed the Primary Language Arts Assessment (PLAA) and Intermediate Reading Assessment (IRA) as an ongoing assessment tool that provides essential information to support instructional planning. This tool has an array of subtests which include Letter/Sound Identification, Concepts About Print, Phonological Awareness, Dictated Writing and Running Records/Comprehension. As a part of the Teaching-Learning Cycle process, ongoing assessment is critical. For example, checking known new letters or sounds informs the teacher of the child’s current understandings and guides next teaching steps. In addition, taking frequent running records supports flexibly grouping children and targets teaching points. Children can make huge leaps in short periods of time. Teachers need to be ready to leap with them. Children who struggle with learning, need more attention and appropriate scaffolding to move them forward. Anecdotal Notes

Observation is crucial in assessing a child’s reading knowledge and behaviors. Keeping an ongoing record of each student is one way to follow student progress and assist planning. Documenting observations of reading creates a record of growth over time. Teachers record each child’s current level of development and new attempts in these areas:

• Concepts about print • Cues and strategies • Reading level • Comprehension • Vocabulary and concepts

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• High frequency words • Phonics • Phonemic awareness • Fluency • Literary appreciation • Teaching strategies that are most effective with each child

Keeping anecdotal notes will provide ongoing data that helps a teacher group students and plan lessons that are targeted to each child’s ZPD.

Examples of Entries in Anecdotal Records Level 1:

Jenny pointed to each word as she read The Party.. She also could show me the word “the.”

Level 6: Scott attempts to use visual cues, specifically the initial consonant of a couple of unknown words during independent reading time.

Level 12:

Mario is doing a better job of checking visual cues with meaning cues. He tends to think of a word that begins like the unknown word and makes sense, but he doesn’t always confirm that the rest of the word looks visually correct.

Level 15: Tiana is struggling a little with nonfiction text. Need to work more with her on how to use the diagrams.

Level 20: Daron uses past events in the story to infer what will happen next. Need to teach using character traits for making inferences.

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Read alouds are “seen as the single most influential factor in young children’s success in learning to read. Additionally, reading to (children) improves listening skills, builds vocabulary, aids reading comprehension, and has a positive impact on students’ attitudes toward reading.” Routman, Invitations

Read Alouds

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MMSD Primary Literacy Notebook Read Alouds

Read Alouds The teacher reads and thinks aloud demonstrating the metacognitive process (thinking about one’s thinking) of a fluent reader. Teachers select texts of all genres. Selected teaching points based on on-going observation and assessment target students’ current needs. Read alouds teach vocabulary, concepts, comprehension strategies (making connections, determining importance, questioning, creating sensory images, inferring and synthesizing) and writing crafts and traits (ideas, organization, voice, word choice, sentence fluency, conventions and presentation), etc. Teachers frequently reread texts to teach additional concepts and extend learning.

Gradual Release of Responsibility Reading Read Aloud Shared Guided Independent Modeled Shared Interactive Independent Writing


Teacher Support

Definition

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch*


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The Value of a Read Aloud

• Promotes the love of books and a motivation to read.

• Demonstrates fluent, expressive reading.

• Creates community by building a common core of known books and concepts. • Introduces children to book language.

• Increases vocabulary and concept development.

• Extends students’ knowledge about the world.

• Provides opportunities for students to learn about book features such as cover,

author, illustrator, table of contents and index.

• Provides opportunities for students to study a variety of genres.

• Provides opportunities for the teacher to teach, model and scaffold comprehension strategies through think alouds.

• Provides opportunities for the teacher to teach, model and scaffold “reading like a

writer” (using real writers as mentors).

• Provides opportunities for students to examine writing crafts and traits which they can use in their own writing.

• Provides opportunities for students to become familiar with favorite authors.

MMSD Key Elements Emphasized Through Reads Alouds

• Comprehension • Phonemic Awareness • Fluency • Literary Appreciation

• Vocabulary/ Concept Development

• Reading Strategies

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How to Do Read Alouds Using Fiction Texts A Selection of Possibilities

Before Reading

Keep it quick and simple. Don’t take away from the pleasure of the story.

During Reading

Be careful not to disrupt the flow of the story. Read through once with few interruptions to keep the meaning intact. Save discussion for subsequent readings.

After Reading

Look for authentic follow-up activities that deepen children’s understandings. Avoid time- consuming projects or worksheets that don’t extend learning.

• Chose a text for a specific purpose

• Provide background information necessary to understand story concepts or vocabulary

• Elicit children’s personal experiences related to the text.

• Have children make predictions about the story

• Remind children to use comprehension strategies they’ve been studying

• Set a purpose for listening

• Read text fluently, thinking aloud at a few key moments

• Encourage children to interact with the text when appropriate

• Rephrase text when it is apparent that children do not understand the vocabulary or concepts

• Ask children to make predictions

• Model and provide practice with selected teaching point(s)

• Model and scaffold use of comprehension strategies

• Model and scaffold noticing and examining writing traits and crafts

• Elicit responses to story • Check children’s

understanding of the text • Review story

components (setting, characters, problem, events, solution, etc.)

• Retell story or complete a graphic organizer with the group

• Reinforce one or two carefully selected teaching points

• Reinforce the use of comprehension strategies

• Make connections to children’s independent reading

• Make connections to children’s writing

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How to Do Read Alouds Using Non-Fiction Texts

A Selection of Possibilities

Before Reading

During Reading

After Reading

• Determine children’s understanding and prior experiences with the topic

• Provide background information or demonstrations if necessary to build student understanding of vocabulary or concepts in the text

• Preview text layout • Remind children to use

comprehension strategies they’ve been studying

• Set a purpose for listening

• Read fluently, thinking aloud in key places

• Ask questions periodically to check for understanding

• Encourage children to ask questions about the text or graphics when appropriate

• Make one or two carefully selected teaching points

• Model and scaffold using nonfiction text features such as table of contents, index, charts, maps, etc.

• Model and scaffold use of comprehension strategies

• Model and scaffold noticing and examining writing traits and crafts

• Check children’s understanding of text

• Reread parts of text that are confusing

• Summarize or review important information orally or by using a graphic organizer

• Help children understand how informational text can be used to learn more about their world

• Extend new concepts through demonstrations, concrete examples or pictures

• Tie the text concepts to children’s experiences

• Reinforce teaching points and comprehension strategies used

• Make connections to students’ writing

• Offer follow-up reading or activities that will deepen knowledge

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Read Aloud Lesson Format

Text Introduction

• Read the title, author and illustrator • Provide background information necessary to understand

story concepts • Make predictions based on title and cover • Activate student’s prior knowledge related to text • Introduce a comprehension strategy or review strategy

previously studied (making connections, questioning, creating sensory images, inferring, determining importance, synthesizing)

• Set a purpose for listening First Read

Being careful not to disrupt the flow of the text: • Read text fluently, thinking aloud at a few key points in text

to scaffold comprehension • Encourage students to interact with text when appropriate • Rephrase text when it is apparent students do not understand

the vocabulary or concepts • Ask students to make predictions as text unfolds if

appropriate Text Response

• Elicit personal response to story from students • Check students understanding of the story • Review vocabulary and unfamiliar concepts

Focused Lesson

Possible focused lessons based on one or two teaching points: • Discuss story elements (characters, setting, main events,

plot, problem/solution) • Retell story • Discuss comprehension strategies

Focused Lesson for Subsequent Readings

Possible focused lessons based on one or two teaching points: • Complete graphic organizer • Attend to phonemic awareness (rhyme, alliteration) if

appropriate • Introduce a new comprehension strategy or reinforce

previously taught strategies • Link comprehension strategies to independent reading • Analyze text for traits/crafts of writing • Link text to students’ writing

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Read Aloud Lesson Format

Text Introduction

First Read

Text Response

Focused Lesson

Focused Lesson for Subsequent Readings

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Possible Teaching Points for Read Alouds Teaching points change over time based on the needs of the students. Observations of students’ independent reading and writing determine the focus of the lesson.

• Reading for enjoyment

• Reading for information

• Reading fluently

• Teaching about literary elements such as characters, setting, problem and solution

• Studying a genre

• Introducing authors, illustrators or topics for students to pursue independently

• Demonstrating the use of graphic organizers

• Teaching, demonstrating and providing practice in using comprehension strategies such as:

• Predicting • Retelling • Making connections • Questioning • Creating Sensory Images • Inferring • Determining Importance • Synthesizing

• Teaching writing traits and crafts

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Checklist for Read Alouds

Teacher selects an appropriate text.

Teacher reads with fluency and expression.

Lesson is well paced and enjoyable.

Children are attentive and engaged.

Teacher has a clear teaching focus based on prior observation and assessment.

Teacher reads a variety of texts and genres.

Teacher thinks aloud to teach and model comprehension strategies (making connections, questioning, creating sensory images, inferring, determining importance, synthesizing).

Teacher uses the text to support children in analyzing the traits and crafts used by the

author.

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“Children enjoy shared reading because it enables them to begin reading successfully from their first day of school… When children read familiar texts over and over, they build literacy skills without boring, repetitive worksheet drills. ” Dorn, French and Jones, Apprenticeship in Literacy

Shared Reading

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MMSD Primary Literacy Notebook Shared Reading

Shared Reading The teacher and students engage in an interactive reading experience using a text with large print. The teacher selects the text based on students’ needs. The teacher rereads the text many times over a period of days with students joining in during repeated readings. Attention focuses on specific teaching points based on ongoing observation and assessment to target students’ current needs. The use of big books, large charts, pocket charts, transparencies or multiple copies of text ensures that everyone can see the print.



Teacher Support

Definition

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch*


47


The Value of Shared Reading

• Makes it possible for all students to participate in and share an enjoyable reading experience.

• Introduces children to book language.

• Extends students’ knowledge about the world.

• Creates a sense of community in the classroom.

• Demonstrates fluent reading.

• Provides opportunities to teach concepts of print such as directionality, the difference between a letter and a word and the use of punctuation.

• Provides experience with features of language such as structure, rhyme, rhythm and alliteration.

• Provides opportunities for students to become aware of the text features of different genres.

• Helps students accumulate familiar texts that they can practice reading independently.

• Provides opportunities for teachers to model and the children to practice using meaning, structural and visual (phonetic) cues when reading.

• Provides opportunities for the teacher to teach, model and scaffold reading strategies (e.g., predicting, 1-1 voice to print match, monitoring, searching for cues, cross-checking cues and self-correcting miscues).

• Provides opportunities for children practice the use of reading strategies.

• Provides opportunities for the teacher to model “reading like a writer”.

• Provides opportunities for students to examine traits and crafts to use in their own writing.

• Provides opportunities to teach how words work.

MMSD Key Elements Emphasized Through Shared Reading

• Comprehension • Literary Appreciation • Concepts About Print • Phonics • Fluency • Strategies • High Frequency Words • Vocabulary / Concept

Development

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How to Do Shared Reading Before reading

1. Select a text which is appropriate for shared reading 2. Invite children to talk about the cover illustration 3. Invite children to make predictions 4. Invite children to share background information 5. Introduce any new concepts or vocabulary words necessary for understanding the

text 6. Introduce the title, author and illustrator

During the first reading

1. Read fluently with expression 2. Ask for a few new predictions or comments but generally keep interruptions

minimal 3. Allow children to join in on repetitive parts 4. Talk about the meaning and any interesting or new vocabulary words or concepts

Re-reading

1. Reread the text over many days for enjoyment and to build familiarity with the text

2. Encourage children to participate through one or more of the following: • Joining into the reading • Echoing in a call and repeat manner • Reading parts in groups • Adding hand or body motions to the text • Dramatizing • Setting a purpose for the repeated reading • Locating words with a Wikki stick, highlighter tape or a pointer

(see Word Finding Prompts page for ideas) • Putting sentence strips or word cards back in order

3. Select a teaching focus based on observation of student strengths and needs. Make

a specific teaching point based on assessment and observation of children’s independent reading and writing. Possible teaching points for shared reading are listed later in this section.

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Some Important Things to Remember:

• Keep it fun.

• Make sure the children can see the text.

• Reread the same text several times so it becomes very familiar.

• Base your teaching points on observation and assessment.

• Choose a variety of texts.

• Vary your activities.

• Make shared reading materials available for independent reading practice.

• Use shared reading to model what you want students to do during independent

reading.

• Scaffold and reinforce skills during guided and independent reading and writing.

Do you love me,

Or do you not?

You told me once

But I forgot.

Twinkle Twinkle Little Star Twinkle Twinkle little star How I wonder what you are. Up above the world so high. Like a diamond in the sky. Twinkle, twinkle little star How I wonder what you are.

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Shared Reading Lesson Format Day 1

Introduce Text

• Read the title, author and illustrator. • Predict and/or activate prior knowledge based on title and illustrations. • May introduce new/unusual vocabulary or language structures or problem solve together

later depending on your teaching point. Model Reading Text

• Read text to students to develop comprehension and model fluency (phrasing, pacing, intonation, expression and rhythm.)

• May cover parts of text to allow students to predict words based on meaning, structure and visual analysis.

• Children may join in on repetitive parts. Respond to Text

• Discuss meaning of text. • Review or introduce new vocabulary or concepts. • Review or introduce new/unusual language structures.

Reread Text

Teach children to read text through repeated readings. Reread to build fluency, comprehension, vocabulary and use of reading cues and strategies. • Read one line at a time having students repeat after you. • As each new line is read, repeat previous lines in a cumulative fashion. • Group reads whole text together. • Group reads in parts (e.g., every other line, repeated pattern, dialogue).

Day 2 Reread Text

• Review the title, author and illustrator. • Reread whole text as a group. • May cover parts of text to allow students to predict words based on meaning, structure and

visual analysis. Fluency Instruction

• Model to differentiate between choppy and fluent reading. • Reread parts together to give students practice reading with fluency. • Have students track print with pointer and read as group.

Focus Lesson

• Guide a focus lesson on concepts about print, word work, phonics or reading cues and strategies.

• If using a poem, chant or song, guide students in reconstructing text using sentence strips and pocket chart.

• If using a poem, chant or song, give students a copy for individual poetry book. Independent Work

• Students may work with copy of text. Examples follow: o illustrate text, o locate text/words related to focus lesson, o make list of words with identified “chunk”, blend, beginning sound, etc.

• Students buddy read text from poetry book, large chart or big book to practice fluency and build high frequency words.

• Students reconstruct text using sentence strips and pocket chart. Subsequent Days

Reread Text • Reread text in a variety of ways.

Focus Lesson

• Rebuild text using pocket chart and sentence strips. • Link to comprehension strategy currently studied (making connections, questioning,

determining importance, creating sensory images, inferring, synthesizing). • Guide further focus lessons based on needs of students and text elements.

Independent Work

• Students use large chart, pocket chart (reconstruct text) or big book to practice fluency and build high frequency words.

• Students reread text during independent reading. • Provide a second copy to take home to read to family for enjoyment and to build fluency.

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Shared Reading Lesson Format

Day 1 Introduce Text

Model Reading Text

Respond to Text

Reread Text

Day 2 Reread Text

Fluency Instruction

Focus Lesson

Independent Work

Subsequent Days Reread Text

Focused Lesson

Independent Work

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Selecting Texts for Shared Reading

For shared reading at a beginning level select text: • With print large enough for everyone to see. • That are enjoyable and will withstand repeated revisits. • With patterns, rhyme, rhythm, alliteration and/or repetition. • Including a variety of genres such as fiction, poetry and nonfiction. • With good word spacing for 1-1 voice to print match. • With a limited number of lines in the text. • With supportive illustrations to support the meaning and encourage cross-

checking. • That promote active participation from students. • That support your teaching point. • That serve as a model for writing.

For shared reading at a more advanced level select text: • With print large enough for everyone to see or with multiple copies. • That are enjoyable and invite participation. • That represent different genres. • That introduce a format or structure of text. • That are good for choral readings, highlighting the sounds and rhythms of

language. • That are effective models of language patterns, dialogue, purposes of punctuation

or other text features. • With challenges in vocabulary. • That are effective for introducing a new concept. • To work on fluent, expressive reading. • To talk about literary features such as character, setting, mood, etc. • To support your teaching point. • That illustrate writing traits and crafts.

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Possible Teaching Points for Shared Reading

Teaching points change over time based on the strengths and needs of the students. Look to students’ independent reading and writing behaviors to determine a focus. First model the new skill and then invite students to share the task before having them try to apply the new skill independently.

• Print contains the message

• Illustrations as a source of information to support the meaning

• Concepts about print such as where to start reading, left to right, return sweep and the difference between a letter and a word

• Strategies for figuring out unknown words such as 1-1 voice to print match, searching and cross checking

• Checking to make sure the text makes sense, sounds right and matches visually

• Letter or word recognition

• Word work

• Rhyming

• Punctuation

• Onsets and rimes

• Predicting

• Text structure or genre

• Text features such as table of contents, index, diagrams, etc.

• Comprehension strategies • Writing traits and crafts

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Word Finding Prompts Who can find…

• A letter they know • The letter which their first (last) name begins (ends) with • The lowercase (uppercase) letter ___ • The letter with the sound ___ • A word they know • The first (last) word on the page • A short (long) word • A high frequency word (the, see, can, etc.) • A word with one (two, three…) letters • A word that begins (ends) with ___ • A word with sh (th, ch) • Two or more words that rhyme • A compound word • A verb (noun, adjective or adverb) • A word with the ending ing (ed, er, s, ly) • A period (quotation marks, question mark, ellipse, etc.) • The contraction for I am (can not, etc) • A one (two, three) syllable word • A word with one (two, three) vowels • A word that means ____________ • A word with a specific spelling pattern/chunk • A word with a specific affix or suffix • A word derived from another word

the

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Checklist for Shared Reading

Necessary materials are organized and accessible for use during the lesson.

Teacher has picked an appropriate text.

All children can see the text.

Lesson is well-managed.

Lesson is well paced and enjoyable.

Children are attentive and highly engaged.

Children are encouraged to participate with words and actions.

Teacher points under the words as the children are joining in.

Teacher models fluent reading.

Teacher thinks aloud to model early reading strategies.

Teacher thinks aloud to model comprehension strategies.

Teacher thinks aloud to model “reading like a writer”, pointing out writing traits and crafts.

Children have the opportunity to practice strategies with support from the teacher.

Teacher has a clear teaching focus based on prior observation and assessment.

Teacher goes back to text for specific teaching points such as sequencing, character study or punctuation.

Well known texts are used for word study such as finding rhyming words, high frequency words or chunks.

Shared reading materials are used as inspiration for modeled, shared, interactive and independent writing.

Shared reading materials are read repeatedly and become familiar to students.

Children have opportunities to independently read shared reading materials.

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Useful Materials for Shared Reading

• A way to display what you are reading such as an easel, chart stand, big book holder, pocket chart or overhead projector

• A variety of large print charts such as: • Alphabet chart • Poems • Rhymes • Songs • Chants • Raps

• Big books

• Products from interactive writing

• Products from shared writing

• Transparencies of text for the overhead projector

• Pointers

• Word finders such as: • Frames or masks • Wikki sticks • Highlighter tape • Pocket chart highlighters • Cut flyswatter • Bubble wand • Word muncher • Word slide

• Post-It notes

• Sentence strips and word cards for pocket chart

blue shirt yellow Tamika Daniel

Jose

Mary wore a red dress

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“Guided reading is the heart of the balanced literacy program. It gives a teacher and group of students the opportunity to talk, read, and think their way purposefully through a text. It is the approach that helps students become fluent, independent readers.” New Zealand Ministry of Education, Reading for Life, The Learner as a Reader

Guided Reading

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MMSD Primary Literacy Notebook Guided Reading

Definition

Guided Reading The teacher works with a small group of children with similar reading needs. The teacher selects and introduces a new book and supports children as they read the text by themselves. Selected teaching points based on on-going observation and assessment target students’ current needs. Children have the opportunity to be independent problem solvers as they read. Groups are flexible and change as a result of frequent observations and assessments in the form of running records.



Teacher Support

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch*


61


Guided Reading is not: • Whole class instruction • Fixed grouping throughout the

year • Students reading text that

comes next in a basal reader • Teaching points based on the

teacher’s manual • Students choral reading, round

robin reading or the teacher reading the book to students

Guided Reading is: • Small group instruction • Flexible grouping based on

ongoing assessment • Students reading texts at their

instructional level • Focused teaching points based on

student needs • Students reading the whole text

with teacher support

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The Value of Guided Reading

• Allows for flexible grouping and regrouping based on observation and assessment. • Provides opportunities for students to read texts within their ZPD. • Exposes students to various language features and formats in text. • Limits the number of challenges in text. • Provides support for success with new text. • Provides support for the development and use of reading cues and strategies. • Provides an opportunity to apply known strategies, to construct meaning and problem

solve “on the run”. • Provides opportunities for teachers to observe and assess students processing new

text. • Provides opportunities to study word work within the context of reading text. • Provides supported practice using comprehension strategies. • Provides opportunities for learning traits and crafts of a writer.

MMSD Key Elements Emphasized in Guided Reading:

• Comprehension • Concepts About Print • Fluency • High Frequency Words

• Literary Appreciation • Phonics • Strategies • Vocabulary / Concept Development

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How to do Guided Reading

The components and structure of guided reading lessons vary with the text reading level and students’ needs.

Grouping

1. Based on observation and periodic running record assessments, the teacher forms flexible groupings of children with similar needs and skills.

2. Ideally the number of groups should be limited to four. This provides more opportunities to meet regularly with each group. Emergent and early readers need guided reading four or five times per week. Fluent readers need guided reading about three times per week.

3. Each group typically contains no more than six students. Small group instruction provides students more opportunities to participate and allows teachers to meet students’ individual needs.

Text Selection

Based on ongoing observations and running records, the teacher identifies the strengths and needs of the group. The teacher selects a supportive text with a limited number of challenges.

Before Reading

The teacher introduces the text to create interest, tap prior knowledge, assist problem solving and support the meaning and text structure. Book introductions change over time based on the group’s current needs. The teacher may:

• Discuss the cover and illustrations to elicit meaning and background knowledge • Discuss the development of the entire story • Introduce the characters • Attend to important or unfamiliar ideas and concepts • Attend to the layout of the book • Attend to unusual or critical language patterns and elicit their use by the children • Ask children to locate known and unknown words • Attend to punctuation • Establish a purpose for reading • Teach or review use of cues and strategies

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Reading the Text

• Children softly or silently read the text • The teacher assists students in the use of cues and strategies • The teacher prompts students to verbalize their thinking in the use of cues and

strategies • The teacher praises the successful use of cues and strategies • The teacher and students may stop at key points to ask questions and make

predictions; students read on to search for answers to their questions and check the accuracy of their predictions

• The teacher observes and may record anecdotal notes and take running records

After Reading

• Understandings are clarified • Teacher reinforces reading strategies observed • Teacher guides word work based on text, observations and running records • Teacher and children discuss comprehension strategies • Writing traits and crafts may be highlighted

Rereading the Text Children reread the text independently or with a partner to develop fluency. The teacher may take running records at this time.

Extending the Text

Children need to engage in reading to develop reading skills. Practicing reading is the best use of their time. At the emergent level, a cut up sentence task is essential as an extended activity. Children occasionally participate in drama, art, writing or other reading related to the text. Suggestions include:

• Engaging students in a short interactive or shared writing lesson • Recreating pages of the story for a class big book • Writing a new story based on the pattern of the story or story line • Creating a story map • Producing a play based on the story • Retelling the story to a partner • Writing in a reading response journal

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Guided Reading Lesson Text Levels 1-4

1. Story Introduction Teacher has the only copy of the text.

• Read the title to students. • Activate students’ prior knowledge. • Give a two or three sentence ‘gist’ of the text. • Set a purpose for reading the text for example, “Let’s look to find out…”

2. Picture Walk/Text Preview At the end of the picture walk/text preview teacher gives each student a copy of the text.

• Show and discuss all or most of the illustrations, plant vocabulary, preview reading punctuation, explain unfamiliar concepts and establish meaning.

• Elicit language structure of the text from the students through picture discussion. • Use the language structure of the text within the discussion. • Have students repeat any unfamiliar language structures. • Have students locate one or two known words. • Have students predict and locate one or two unknown words.

3. Strategy Reminder

• Teach and model using cues and strategies good readers use when they come to a tricky part (check the picture, think about what makes sense and sounds right, look at the first letter, point 1:1, reread). Gradually scaffold students knowledge of strategies.

• Ask students, “What will you do if you come to a tricky part?” Students gradually take on more responsibility for remembering and articulating the strategies.

4. First Reading

• Have students quietly read to themselves while the teacher moves among students listening and observing.

• Support and scaffold students by prompting when necessary as you observe for cues and strategies used and neglected.

• Gather information for the teaching points (step 5). • Monitor reading fluency. • Students who finish quickly may reread the text and reread previously read texts • May take running records on all or part of the text

5. Teaching for Strategies

Working with the group: • Reinforce efficient and effective strategy use with one or two specific examples observed

during the first reading (step 4). • Make one or two specific teaching points based on observations (step 4).

6. Discussion/Comprehension

• Ask students to share their favorite part of the text. • Lead a quick comprehension check through a retell or questioning if appropriate. • Reinforce the use of specific comprehension strategies, i.e. making connections,

questioning, creating sensory images, inferring, synthesizing or determining importance if appropriate.

7. Word Work

• Teach how words work using magnetic letters, dry erase markers, white boards, Wikki Stix, highlighter tape, etc.

• Make one or two teaching points. • Use known words to get to new words. • Give students a hands-on role during this part of the lesson. • Refer back to the text to have students reread and apply the word work within the context

of continuous text.

8. Second Reading • Have students reread the text independently or with a partner to reinforce fluency, to apply

a teaching point or to orchestrate a newly learned strategy. • May take running records on all or part of the text.

9. Extending the Text

Essential Activities • Engage students in a cut up sentence task. • Provide ample opportunities to reread familiar text every day during independent reading. Optional Activity • Engage students in an interactive or shared writing lesson based on text or word work.

10. Reflection • What went well? • What was difficult? • What might be the next step?

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Guided Reading Lesson Text levels 5-8

1. Story Introduction Teacher has the only copy of the text

• Read the title to the students. • Activate the students’ prior knowledge. • Give a two or three sentence ‘gist’ of the text. • Set a purpose for reading the text, for example, “Let’s look to find out…”


• Show all and discuss most of the illustrations to plant vocabulary, explain unfamiliar concepts and establish meaning.

• Have students gradually take on more responsibility with picture walk discussion. • If appropriate, ask students to predict what letters they would see in one or two

unknown words and locate them in the text.


• Ask students, “What will you do if you come to a tricky part?” • Provide strategies students forget to mention (check the picture, think about what would

make sense and sound right, reread, look at the beginning and ending of the word, look at the word to see if it’s like a known word, etc.).

• Ask students, “How will you know if you are right?”

4. First Reading


• Support and scaffold students by prompting when necessary observing for cues and strategies used and neglected.

• Gather information for teaching points (step 5). • Monitor reading fluency. • May take running records on all or part of the text


Working with the group: • Reinforce efficient and effective strategy use with one or two specific examples

observed during the first reading (step 4). • Make one or two specific teaching points based on observations (step 4).

6. Discussion/ Comprehension

• Lead a quick comprehension check through retell or questioning if appropriate. • Reinforce the use of specific comprehension strategies, i.e., making connections,

questioning, creating sensory images, inferring, synthesizing or determining importance.

7. Word Work

• Teach how words work using magnetic letters, dry erase markers, white boards, highlighter tape, etc.

• Make one or two teaching points. • Start with known words to get to new words. • Give students a hands-on role during this part of the lesson. • Refer back to the text to have students reread and apply the word work within the

context of continuous text.

8. Second Reading • Have students reread the text independently or with a partner to reinforce fluency, apply

a teaching point or orchestrate a newly learned strategy. • May take one or two running records on part or all of the text.


Essential Activity • Provide ample opportunities to reread familiar text every day during independent

reading. Optional Activities • Engage students in a short interactive or shared writing lesson based on the text or word

work. • Have students respond to the text in a reading response journal. • Have students use Post-it notes to code text.


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Guided Reading Lesson Text Levels 9-16


• Read the title to students. • Activate students’ prior knowledge. • Give a two or three sentence ‘gist’ of the text. • Set a purpose for reading the text for example, “Let’s read to find out…”

2. Picture Walk/Text Preview Teacher gives each student a copy of the text.

• Have students gradually take on more responsibility with the picture walk until the students can look at pictures and tell you what the text is about. For example, “You look at all the pictures and tell me what you think the text is all about.”

• Preview new text features. • If appropriate, ask students to predict what letters they would see in one or two unknown

words and locate them in the text.


• Ask students, “What will you do if you come to a tricky part?” • Provide strategies students forget to mention, (think about what would make sense, reread,

look at the word to see if it is like a known word, look for chunks, read on, etc.). • Ask students, “How will you know if you are right?”

4. First Reading



• Gather information for the teaching points (step 5). • Monitor reading fluency. • May take running records on all or part of the text

5. Teaching for Strategies • Reinforce efficient and effective strategy use with one or two specific examples observed

within the first reading (step 4). • Make one or two specific teaching points based on observations (step 4).


• Lead a quick comprehension check through a retell or questioning if appropriate. • Reinforce the use of specific comprehension strategies, i.e., making connections,

questioning, creating sensory images, inferring, synthesizing or determining importance. • Choose a few discussion/comprehension points based on the text and students’ lead.

7. Word Work

• Teach how words work using magnetic letters, dry erase markers, white boards, etc. • Make one or two teaching points. • Use known words to get to new words. • Give students a hands-on role during this part of the lesson. • Refer back to the text to have students reread and apply the word work within the context

of continuous text.

8. Second Reading • Have students reread the text independently or with a partner to reinforce fluency, apply a

teaching point or to orchestrate a newly learned strategy. • May take one or two running records on part or all of the text.


Essential Activity • Provide ample opportunities to reread familiar text every day during independent reading. Optional Activities • Have students respond to the text in a reading response journal. • Have students engage in authentic writing related to the genre or content of the text. • Have students use Post-it notes to code the text.

10. Reflection

• What went well? • What was difficult? • What might be the next step?

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Guided Reading Lesson Text levels 17+

1. Story Introduction

• Read the title to students. • Activate the students’ prior knowledge. • Give a two or three sentence overview of the text, leaving much more for the child to

discover while reading. • Set a purpose for reading the text, for example “Let’s read to find out…”

2. Picture Walk /Text Preview

• Preview unfamiliar vocabulary, names, text conventions or concepts. • Have students look at pictures, headings, text features, etc. to predict what text may be

about and to support comprehension.


• Ask students, “What will you do if you come to a tricky part?” • Provide strategies students forget to mention (reread, look at the word to see if it’s like

a known word, think about what would make sense, read on, etc.). • Ask students, “How will you know if you are right?”

4. First Reading



• Gather information for teaching points (step 5). • Monitor reading fluency. • May take running records on part of the text

5. Teaching for Strategies • Reinforce efficient and effective strategy use with one or two specific examples you

observed within the first reading (step 4). • Make one or two teaching points based on observations (step 4).


• Lead a quick comprehension check through a retell or questioning. • Reinforce the use of specific comprehension strategies, i.e. making connections,

questioning, creating sensory images, inferring, synthesizing or determining importance.

7. Word Work

• Teach how words work using magnetic letters, dry erase markers, white boards, etc. • Make one or two teaching points. • Use known words to get to new words. • Give students a hands-on role during this part of the lesson. • Refer back to the text to have students reread and apply the word work within the

context of continuous text.

8. Second Reading (Optional)

• Students may reread to reinforce fluency, code the text, apply a teaching point, orchestrate a newly learned strategy, read like a writer, etc. (Fluent readers probably will not need to reread all text.)

• May take one or two running records on part of text.


Essential Activity • Provide ample opportunities to read each day during independent reading including:

Continuing to read the current text Rereading familiar text Reading self-selected new text

Optional Activities • Responding to text in a reading response journal. • Engaging in authentic writing related to the genre or content of the text. • Using Post-it notes to code the text. • Using a graphic organizer as a tool to extend comprehension.


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Title of Book: Level:

Students: Date:


2. Picture Walk/Text Preview After the picture walk/text preview teacher gives each student a copy of the text .


4. First Reading



7. Word Work

8. Second Reading

9. Extending the Text Provide ample opportunities to read each day during independent reading including reading the current text.

10. Reflection What went well? What was difficult? What might be the next step?

Guided Reading Lesson Format

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Considerations for Book Selection

Children’s stage of reading development

• Based on ongoing assessment and teacher observation, will this book match the needs of my group?

• Does the book provide opportunities for this group to use what they know? • Does the book provide a limited number of challenges for this group? • With support, will the children be able to read this text at a 90 - 94% accuracy

rate?

Book’s appeal to children

• Are the content and plot interesting to this group? • Will the book be meaningful to this group?

Illustrations

• Do the illustrations help the children predict words in the text? • Do the illustrations extend the meaning of the text? • Will some concepts illustrated need to be discussed before reading?

Children’s knowledge of the text’s concepts

• Are the concepts familiar to the children or accessible through the introduction?

Text’s format and style

• Will the children understand the book’s layout? • Will the layout need to be discussed in the introduction? • Where are the words located on the pages? • Is the print clear? • Is word spacing appropriate for this group? • Is the number of lines of text on a page appropriate for this group? • Is the length of the book appropriate for this group?

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Book’s vocabulary

• Will the known words help to anchor meaning for this group? • Are unknown words accessible through the children’s use of word analysis,

prediction, structure and meaning? • Will new and important vocabulary need to be introduced before reading?

Book’s language structures

• Is the language natural? • Are the language structures familiar or will they need to be introduced and

practiced by the group? • Are there supportive features to help predict the language?

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Matching Books With Readers Level Book Supports/Challenges Child Behaviors to Teach and Support

Rea

ding

Rec

over

y 1

– 4

Foun

tas a

nd P

inne

ll A

– C

• Book focus: single idea or simple story line about familiar objects/concepts

• Direct correspondence of pictures to text - simple illustrations provide high support

• Natural language structures • May have repetition of 1-2

sentence patterns with 1-2 word changes

• Highly predictable consistent placement of print

• Repetition of high frequency words

• Layout easy to follow with white spaces, wide spaces between words, large print

• Some punctuation • 1 - 4 lines of print • Approximately 20-90 words

• Learning letter names and sounds • Handles books appropriately – moves

through the text front to back, turning pages • Controls left to right directionality and return

sweep • Points word-by-word matching voice to print • Attends to introduction and uses information

to read text • Relies heavily on background knowledge

and meaning and structure cues to read text • Relies primarily on illustrations to create

meaning before print • Uses text language patterns to support

reading • Locates familiar and new words • Uses known high-frequency words as

anchors • Uses visual cues (beginning letters) to

articulate first letter sound in unknown words• Responds to changes in sentence patterns • Use the strategy of self-monitoring ( one to

one matching, known words, errors in meaning, errors in structure)

• Beginning to use the strategy of searching for cues to problem solve

• Beginning to use the strategy of cross-checking meaning and structure against first letter visual cues

• Beginning to use the strategy of self-correcting

• Uses periods when reading • Reads familiar text fluently • Comprehends text at this level – retells story

and makes connections

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Level Book Supports/Challenges Child Behaviors to Teach and Support R

eadi

ng R

ecov

ery

5 –

8

Foun

tas a

nd P

inne

ll D

– E

• Simple story lines & familiar

topics • Mostly predictable oral language

structures • Fewer patterns in texts • More high frequency words • Longer sentences • Longer words, including

contractions and inflectional endings

• More of story carried within the text, but pictures are still highly supportive

• Placement of print may vary • Full range of punctuation • Some non-fiction conventions

introduced • 2 - 6 lines of print • Approximately 50 - 150 words

• Moves away from finger pointing as eyes take over the process

• Attends equally to print and illustrations to create meaning

• Knows many high frequency words and reads them automatically

• Constructs meaning as text unfolds to make predictions

• Uses visual cues (beginning letters, final letters and some chunks) to problem-solve and confirm words

• Uses known words and some chunks to problem solve new words

• Increasingly uses the strategy of self-monitoring to realize when reading doesn’t make sense, sound right or look right

• Increasingly uses the strategy of searching for cues to problem solve

• Uses the strategy of cross-checking one source of information (cues) against another to confirm or make another attempt

• Rereads to search, confirm reading or to problem solve

• Makes multiple attempts to use the strategy of self-correcting

• Uses question marks and exclamation points (for phrasing and meaning)

• Reads familiar text fluently attending to some punctuation

• Comprehends text at this level – retells in sequence, practices comprehension strategies being studied, contributes to group discussion

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Level Book Supports/Challenges Child Behaviors to Notice and Support

Rea

ding

Rec

over

y 9

– 12

Fo

unta

s and

Pin

nell

F –

G

• Texts are somewhat longer/smaller print

• Pictures continue to support reading, but text carries more meaning

• Literary language mixed with oral language structures

• Storylines include more episodes, text usually has distinct beginning, middle and end, introduce problems and solutions

• Greater variety in the use of dialogue

• Variety of high frequency words expands

• Many opportunities for word analysis

• More non-fiction conventions introduced

• 3 - 8 lines of print • Approximately 100 - 200 words

• Relies more on the print than the illustrations to create meaning

• Expands high-frequency words and reading vocabulary

• Uses multiple cues (meaning, structure, visual)

• Uses known words and chunks to problem solve new words

• Holds onto meaning while accessing visual information to figure out new words (using chunks, beginning, end and middle of words)

• Uses the strategy of self-monitoring reading • Uses the strategy of searching for cues to

problem solve • Uses the strategy of cross-checking one

source of information (cues) against another • Uses the strategy of rereading to clarify,

affirm, self-correct and improve fluency • Uses the strategy of self-correcting to

independently correct many errors • Understands the meaning of quotation marks

and commas • Comprehends text at this level – retells in

sequence, practices comprehension strategies being studied, contributes to group discussion

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Level Book Supports/Challenges Child Behaviors to Notice and Support R

eadi

ng R

ecov

ery

13 –

16

Foun

tas a

nd P

inne

ll H

– I

• Stories have more literary structures and are longer

• Mostly literary language, oral structures appear in dialogue

• Language structures and vocabulary become more complex

• Reading vocabulary continues to expand, specialized vocabulary for some topics, more use of descriptive language

• Greater variety of texts, many trade books, different genres, varied and sophisticated themes

• Illustrations provide low to moderate support

• Many non-fiction conventions used

• 4 - 8 lines of print with longer more complex sentences

• Approximately 150 - 300 words

• Uses print as major source of meaning • Reads a large number of sight words,

including some subject specific words • Reads longer texts with greater accuracy • Sustains comprehension and interest with

longer texts • Reads across longer words in a left to right

sequence using a variety of word parts (onset, letter clusters, chunks, syllables) to solve new words “on the run”

• Consistently uses the strategy of self-monitoring reading

• Consistently uses the strategy of searching all sources of information

• Consistently cross-checks one source of information against another

• Uses the strategy of self-correcting at or near point of error

• Uses “in the head” problem solving strategies

• Uses cues and strategies flexibly • Builds understanding of new punctuation • Effectively reads and comprehends a variety

of texts, including fiction and nonfiction • Reads familiar texts fluently and new texts

with a high level of fluency • Comprehends text at this level – retells in

sequence, practices comprehension strategies being studied, contributes to group discussion

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Level Book Supports/Challenges Child Behaviors to Notice and Support R

eadi

ng R

ecov

ery

17 –

20

Foun

tas a

nd P

inne

ll I –

J

• Stories are longer and more complex, many are beginning chapter books

• Variety of texts and genres (nonfiction, poetry, realistic fiction, biography, folktales)

• Most stories are written in literary language, including extended descriptions and complex sentence structures with clauses and split quotations

• Unusual challenging vocabulary and multi-syllabic words

• Illustrations provide low support • Variety of non-fiction

conventions

• Sustains comprehension and interest in longer more complex texts

• Solves unfamiliar words “on the run” without detracting from meaning

• Independently makes discoveries about how words work and how texts work

• Internalizes use of efficient, flexible problem solving strategies on a variety of texts

• Effectively reads and comprehends a wide variety of genres

• Reads fluently • Independently uses comprehension strategies • Self-improves as a reader

Based on the work of:

Joetta Beaver, Developmental Reading Assessment Irene C. Fountas & Gay Su Pinnell, Guided Reading Irene C. Fountas & Gay Su Pinnell, Matching Books to Readers Barbara Peterson, “Selecting Books for Beginning Readers” in Bridges to Literacy, edited by Diane E. Deford, Carol A. Lyons and Gay Su Pinnell

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MMSD Primary Literacy Notebook 78 Guided Reading

Reading Recovery

1 A 2 B

3, 4 C 5, 6 D 7, 8 E 9, 10 F

11, 12 G 13, 14 H 15, 16 I 17, 18 J

K 19, 20 Kdg.- Grade Two L

M N O P Q R S T U V W X Y

21-24 Grade Three

25-26 Grade Four

27-28 Grade Five

29-30 Grade Six

Z

Kindergarten Grade One Grade Two Grade Three Grade Four Grade Five Grade Six

MMSD ASSESSMENT LEVEL

REPORT CARD LEVEL

PLAA 1 1 PLAA 3 3 PLAA 5 5 PLAA 7 7 PLAA 9 9

PLAA 11 11 PLAA 13 13 PLAA 14 14 PLAA 16 16 PLAA 18 18

BRI 2 20 BRI 3 21 BRI 4 23 BRI 5 25 BRI 6 26 BRI 7 28 BRI 8 30

MMSD Year End Expectations

Grade Proficiency Level

Kindergarten PLAA 5 First PLAA 16-BRI 2

Second BRI 3-5 Third BRI 5

Fourth BRI 6-7 Fifth BRI 7-8

The above correlations were determined after reviewing a number of sources. Since leveling books is an art, rather than a science, correlations should be viewed as estimates rather than exact levels.

Fountas and Pinnell


Three Reading Cues

Visual Does it look right?

Student Uses: • Letter/Sound Correspondence • Word Parts (Chunks) • Concepts About Print

• Directionality • Punctuation • Text Features, etc.

Structure Does it sound right?

Student Uses:

• Knowledge of English

• Grammatical Patterns • Order and

Relationships of Words

Meaning Does it make sense?

Student Uses:

• Prior Knowledge • Word Meanings • Words in Context • Sense of the Text • Illustrations

Proficient Readers

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Three Reading Cues Meaning Cues Meaning cues come from the words themselves and the relationship of the words to each other in the text. Illustrations provide an additional source of meaning. Sufficient language and life experiences are necessary to create meaning from text. The reader utilizes background knowledge to make sense of the text, predict what will come next and affirm what is read. Using meaning cues, readers monitor if the reading makes sense. Readers derive meaning cues from the following:

• Prior knowledge and life experiences • Prior language experiences • Prior book experiences • Illustrations • Words in the text • Sense of the story

Using meaning cues helps the reader:

• Make sense of the text • Preserve meaning as reading continues • Make predictions • Understand main and subordinating ideas • Read with expression • Read the punctuation • Make meaningful substitutions • Self-correct miscues based on context

Structure Cues Structure cues come from the organization of words and patterns of language. The interrelationships of words, phrases and clauses form the structure of language. Readers use their knowledge of English grammatical patterns and language structures to determine if what they read sounds right to them. When using structure cues, readers monitor if the reading sounds like oral language or sounds like the language of written text.

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Structure cues include the following: • Sentence patterns • Parts of speech • Order of words

Placement of subject and object in sentences Placement of adjectives in relationship to nouns Use of pronouns in relationship to subject and object

• Use of transition words • Verb tense • Gender words • Dialect • Phrasing

Visual Cues Visual cues come from the printed symbols of the language and their corresponding sounds (phonics). Both knowledge of the printed symbols of the language and the sounds for the symbols are needed to make use of the visual cueing system. The reader also needs to understand and use knowledge of concepts about print, punctuation, genre and text features. When using visual cues readers monitor if what they have read matches the print. Visual cues include the following:

• Word configuration • Correspondence between letters and sounds • Word parts or chunks • Word beginnings, middles and endings • Letter-sound sequences • Print conventions:

Directionality Spacing Punctuation usage Use of upper and lower case letters

• Text layout Placement of text Captions Headings

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Examples of Reading Cue Errors

Meaning Cue Error The text says: The horse ran up the road. The child says: “The horse ran up the rope.” Check the meaning. Ask: “Does it make sense?” The reader fixes the error because the sentence doesn’t make sense in the story.

Structural Cue Error The text says: The horse ran up the road. The child says: “The horse ran upped the road.” Check the structure. Ask: “Does it sound right?” The reader fixes the error because “ran upped ” is not normal language usage. It doesn’t sound right.

Visual Cue Error The text says: The horse ran up the road The child says: The horse went up the road. Check the visual. Ask: “Does it look right?” The reader fixes the error because the word doesn’t look right.

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Understanding Meaning, Structure and Visual Cues (MSV)

1. We analyze running records to look for a student’s strengths. We want…

to see what elements of language a student draws upon in strategies (MSV) to consider how, once we are aware of a student’s patterns of strategies, we

can teach to build on the use of those strategies.

So, we begin analyzing running records by looking for what elements of language students draw upon when they read.

2. In analyzing, take into account only the part of the sentence the student read, up to the point of error.

3. Notice what the student did.

If the error makes sense, if it means the same thing as the word in the text or continues the sense of the story

the student uses meaning (M)

If the error could logically be the next word in a sentence in English, the student uses structure (S)

If the error was made using visual information—if the error looks like part of

or most of the word in the text, the student uses visual cues (V)

Depending on the error, the student may be using one, two or three of these

cues at once.

4. Analyze self-corrections in the same way.

5. Once you have analyzed all errors, count how many times meaning, structure and visual cues are used. Patterns of errors become evident.

Analyzing Running Records created by Susan O’Leary

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Analyzing Reading Errors Meaning Analyze reading errors for meaning:

• Is the child thinking about meaning? • Does the child’s reading make sense? • Does the child refer to the illustrations? • What is the extent of the child’s background knowledge?

Structure Analyze reading errors for structure:

• Is what the child read possible in an English sentence? • Is what the child read syntactically appropriate? • Does the child demonstrate an understanding of our language? (e.g., Has the child

substituted a noun for a noun or a verb for a verb?) There are two possible reasons for the incorrect use of language structures:

• The child’s English language skills are limited. The child’s personal grammar is not consistent with the language structures used in the text.

• The focus is on word-by-word reading and the child’s knowledge of English language structures is not influencing the decisions made in reading.

Visual Analyze reading errors for the use of visual cues:

• Does part of the word or most of the word the child said look like the word in the text?

• Is the child looking at the beginning, end and/or middle of the word? • Did the child use what was known about another word to read this word?

Remember, when analyzing a child’s error we can only make a best guess. We cannot know for sure what the child is thinking.

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Analyzing Running Records to

Determine Teaching Points

1. Do you see a pattern in the aspects of language this student draws upon? (i.e. M-S-V or a combination of them) 2. Is there one aspect the student more often neglects?

3. Does the student self-correct? If not, does the absence of self-correcting seem to interfere with meaning? (It may not at higher levels.)

4. What are this student’s strengths?

5. What would be the next possible teaching points?

6. Which of these would be the most powerful next teaching point? Analyzing Running Records created by Susan O’Leary

85


Reading Cues (sources of information) The reading process is complex. Proficient readers focus on meaning using a range of information from three “cueing” systems: • Meaning cues – prior knowledge, sense of the text and illustrations • Structural cues – grammar, word order and genre conventions • Visual cues – letter/sound relationships, word configuration, text layout and print conventions

Reading Strategies (what readers do) Proficient readers have developed a set of strategies so they are able to use several sources of information fluently and effectively while reading. These strategies include: • Self-monitoring to make sure the message makes sense, sounds right or looks right and knowing when an error has occurred • Searching for and using meaning, structure and visual cues • Cross-checking one source of information against another because the child is

unsure about the first attempt (e.g., pausing, rereading, commenting, checking the illustration, giving another response, looking closely at the letters in the word)

• Self-correcting through monitoring and searching for additional information

The Reading Process Fluent readers are fast, efficient problem solvers who use meaning, structure and visual cues, as well as a variety of strategies, to decode unfamiliar words quickly. They have developed a self-extending system. Through reading, they learn more about reading. The goal of all literacy teaching is independence and ongoing learning.

86


Prompts to Correct Reading Errors What Can you Say Besides “Sound it Out?”

Prompt the child to use Meaning Cues by saying:

• You said… Does that make sense? • Look at the picture to help yourself. • Start that sentence again. Think about what you’ve already read and what makes

sense.

Prompt the child to use Structural Cues by saying:

• Does that sound right? • Can we say it that way?

Prompt the child to use Visual Cues by saying:

• Read it with your finger, did that match? Were there enough words or did you run out of words?

• What, in the picture, would start like this word? • If that was (word child said), what would you expect to see at the beginning? At

the end? • Do you know a part(s) of that word? • Does that look right?

Prompt the child to Cross Check by saying:

• Go back and reread. Say the first sound of the word and think about what makes sense.

• It could be (word child said), but look at _____________ (beginning, end or middle) of the word.

• Check to see if what you said makes sense and looks right.

Prompt and reinforce the child’s independent Problem Solving by saying:

• I like the way you... (give specific praise for attempt made). • I like the way you noticed that and fixed it yourself. • I like the way you worked on the hard part. • Good readers keep trying --- good for you! • What can you try?

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Possible Teaching Points for Guided Reading Teaching points change over time as readers gain experience in reading and develop fluency. Teaching for the use of meaning cues

• Discuss the whole story. • Connect the story to the children’s experiences. • Discuss new and important concepts. • Make predictions about what will happen in the story. • Have children reread and think about what makes sense and sounds right.

One-to-one matching print to spoken word

• Clap the words in the sentence. • Frame the words with two fingers. • Point to the words while reading. • Write a sentence on a sentence strip, cut between the words, mix up the words and

have children reassemble the sentence. Cross-checking Cross checking meaning and visual cues:

• Cover a word in the text. Ask the children to read the sentence and predict what the covered word is, using the context (meaning and structural cues) of the story. Show the first letter (visual cue) of the word and have children check their predictions.

• Select a word. Give the children a choice of words that could fit the text and ask them to select the one that matches the beginning letter. (e.g., “It could be horse or pony. Which one is it? How do you know?”)

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Self-monitor initial and final letters

• Ask children what letter they would expect to see at the beginning of the word. • Ask children what letter they would expect to see at the end of the word. • Have children locate words in the story after predicting initial and final letters. • Have children look at a word, run their finger under it and check the initial and

final letters to see if what they say matches the letters they see. Link sounds and letters

• Make a word with magnetic letters. Teach children to run their finger under the letters and check the sounds.

• Have children say a word slowly to stretch out the sounds and then write it. High-frequency words

• Using magnetic letters, make a word, scramble the letters and have children remake the word.

• Have children write a word on a wipe off board or on the table with their finger. • Have children close their eyes, picture a word in their mind and open their eyes

and write or spell it. • Have children write a patterned story using high-frequency words from the text

(e.g. __ ___ ___ dog. __ ___ ___ cat. Child fills in the missing words I see the). Find a known part of a word • Use magnetic letters to form a word. Have children look for what they know in the

word. Teach them to break the word apart and put it back together (e.g. c-an, an-d, see-ing, jump-ing, l-ook, c-ook-ing).

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Chunking big words

• Have children clap the syllables in multi-syllabic words. • Have children frame the parts of multi-syllabic words in print. • Use magnetic letters and have children separate words into syllables.

Make connections between words using spelling patterns and analogies

• Have children write words that start the same. • Have children write words that rhyme. • Use magnetic letters to make words with the same spelling pattern (e.g., can, plan,

stand). • Use analogies to go from what is known in one word to help decode a new word

(e.g., If the word and is known, and can be used to figure out the new word stand).

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Checklist for Guided Reading

Teacher uses ongoing assessment to plan for instruction. Teacher meets with small flexible groups of students. Teacher selects materials from a variety of leveled, narrative and informational texts. Teacher selects texts with appropriate supports and challenges. Teacher provides a book introduction. Teacher provides and elicits background knowledge.

With emergent and ELL readers, teacher models or elicits language structures that are in the text.

Teacher asks predicting questions that help students view reading as a process of actively constructing meaning.

Teacher helps to set purposes for reading. Teacher introduces or reviews use of cues and strategies. Students read the text independently.

Teacher monitors students’ interaction with texts, affirms students’ attempts and provides scaffolding.

Teacher prompts students to help develop independent strategies for overcoming challenges in texts.

Students share how they solved challenging parts in texts.

Teacher takes running records and records observational notes.

Teacher models and provides practice in using comprehension strategies.

Teacher guides students’ awareness of using the known to get to the new. Students reread guided reading texts during independent reading.

Adapted from Rigby Train the Trainer Conference 2000, Mosaic of Thought and Strategies That Work

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Useful Materials for Guided Reading

• PLAA assessment kit

• Multiple copies of leveled texts of various genres

• Magnetic letters

• Magnetic board

• Wipe off boards, markers and erasers for teacher and student use

• Small pointers

• Sentence strips

• Monitoring notebook

• Recording keeping forms to record student progress

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The following is a sampling of forms designed to assist you in implementing your literacy block. You may adapt them to fit the needs of your classroom.

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Guided Reading Lesson Format

Title of Book: Level:

Students: Date:




4. First Reading



7. Word Work

8. Second Reading

9. Extending the Text Provide ample opportunities to read each day during independent reading including reading the current text.

10. Reflection What went well? What was difficult? What might be the next step?

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Name _______________________________

Reading Levels Checklist

Levels 1- 4 Learning letter names and sounds Handles books appropriately – moves through the text front to back, turning pages Controls left to right directionality and return sweep Points word by word matching voice to print Attends to introduction and uses information to read text Relies heavily on background knowledge, and meaning and structure cues to read text Relies primarily on illustrations to create meaning before print Uses text language patterns to support reading Locates familiar and new words Uses known high-frequency words as anchors Uses visual cues (beginning letters) to articulate first letter sound in unknown words Responds to changes in sentence patterns Use the strategy of self-monitoring (one to one matching, known words, errors in

meaning, errors in structure) Beginning to use the strategy of searching for cues to problem solve Beginning to use the strategy of cross-checking meaning and structure against first

letter visual cues Beginning to use the strategy of self-correcting Uses periods when reading Reads familiar text fluently Comprehends text at this level – retells story and makes connections

Levels 5 - 8 Moves away from finger pointing as eyes take over the process Attends equally to print and illustrations to create meaning Knows many high frequency words and reads them automatically Constructs meaning as text unfolds to make predictions Uses visual cues (beginning letters, final letters and some chunks) to problem-solve

and confirm words Uses known words and some chunks to problem solve new words Increasingly uses the strategy of self-monitoring to realize when reading doesn’t make

sense, sound right or look right Increasingly uses the strategy of searching for cues to problem solve Uses the strategy of cross-checking one source of information (cues) against another to

confirm or make another attempt Rereads to search, confirm reading or to problem solve Makes multiple attempts to use the strategy of self-correcting Uses question marks and exclamation points (for phrasing and meaning) Reads familiar text fluently attending to some punctuation Comprehends text at this level – retells in sequence, practices comprehension


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Name _______________________________

Reading Levels Checklist

Levels 13 - 16 Uses print as major source of meaning Reads a large number of sight words, including some subject specific words Reads longer texts with greater accuracy Sustains comprehension and interest with longer texts Reads across longer words in a left to right sequence using a variety of word parts

(onset, letter clusters, chunks, syllables) to solve new words “on the run” Consistently uses the strategy of self-monitoring reading Consistently uses the strategy of searching all sources of information Consistently cross-checks one source of information against another Uses the strategy of self-correcting at or near point of error

Uses “in the head” problem solving strategies Uses cues and strategies flexibly Builds understanding of new punctuation Effectively reads and comprehends a variety of texts, including fiction and nonfiction Reads familiar texts fluently and new texts with a high level of fluency Comprehends text at this level – retells in sequence, practices comprehension


Levels 9 - 12 Relies more on the print than the illustrations to create meaning Expands high-frequency words and reading vocabulary Uses multiple cues (meaning, structure, visual) Uses known words and chunks to problem solve new words Holds onto meaning while accessing visual information to figure out new words (using

chunks, beginning, end and middle of words) Uses the strategy of self-monitoring reading Uses the strategy of searching for cues to problem solve Uses the strategy of cross-checking one source of information (cues) against another Uses the strategy of rereading to clarify, affirm, self-correct and improve fluency

Uses the strategy of self-correcting to independently correct many errors Understands the meaning of quotation marks and commas Comprehends text at this level – retells in sequence, practices comprehension


Levels 17+ Sustains comprehension and interest in longer more complex texts Solves unfamiliar words “on the run” without detracting from meaning Independently makes discoveries about how words work and how texts work Internalizes use of efficient, flexible problem solving strategies on a variety of texts Effectively reads and comprehends a wide variety of genres Reads fluently Independently uses comprehension strategies Self-improves as a reader

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Creating Meaning

Does it look

right?

Does it make sense?

Does it sound right?

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If You Get Stuck (Adapted from the work of Marie M. Clay)

Think about the story.

Look at the pictures.

St and ing Find chunks you know.

Go back and reread.

The tiger lives in the zoo.

Make the sound of the first letter of the word.

Does it sound right?

Does it look right?

Does it make sense?

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100

c at



Find chunks you know.

Go back and reread.

Make the first sound.

If You Get Stuck

c at




Go back and reread.


If You Get Stuck

c at




Go back and reread.


If You Get Stuck

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c at Find chunks you know.

If You Get Stuck

Go back and reread.

Slide your finger and read across the word.

s t a n d i n g

Check:

Does it make sense? Does it sound right? Does it look right?

Go on.

Where is the dog?

Skip the word. Read on.


c at Find chunks you know.

If You Get Stuck

Go back and reread.

Slide your finger and read across the word.

s t a n d i n g

Check:

Does it make sense? Does it sound right? Does it look right?

Go on.

Where is the dog?

Skip the word. Read on.


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Name _________________________________________________

Books I Have Read

Title Date 1. ___________________________________________________ ________________ 2. ____________________________________________________ ________________ 3. ____________________________________________________ ________________ 4. ____________________________________________________ ________________ 5. ____________________________________________________ ________________ 6. ____________________________________________________ ________________ 7. ____________________________________________________ ________________ 8. ____________________________________________________ ________________ 9. ____________________________________________________ ________________ 10. ____________________________________________________ _______________ 11. ___________________________________________________ ________________ 12. ____________________________________________________ _______________ 13. ___________________________________________________ _______________

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Teacher Guided Reading Plan Before Reading:

Introduction, Picture Walk, Strategy Reminder

After Reading: Discussion/ Mini Lesson

Reflections

Date: Group:

Title of Text:

Lesson Focus:

Date: Group:

Title of Text:

Lesson Focus:

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Guided Reading Plan

Students: Date: Book Title: Level: Lesson Notes: Students: Date: Book Title: Level: Lesson Notes: Students: Date: Book Title: Level: Lesson Notes: Students: Date: Book Title: Level: Lesson Notes:

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Student Guided Reading Record Name ___________________________________

Date __________ Book ________________________________________ Level _______ Running Record/Observations: Date __________ Book ________________________________________ Level _______ Running Record/Observations: Date __________ Book ________________________________________ Level _______ Running Record/Observations: Date __________ Book ________________________________________ Level _______ Running Record/Observations:

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Proper names that are read incorrectly are counted as an error the first time only. If a line or sentence is omitted, each word is counted as an error. If a child omits a page, you may point out the omitted page and have the child read it.

Running Record Conventions

Reading

Recording

Scoring

Accurate reading Child: or h Text: house house

No error

Substitution

Child: home Text: house

One error

Several attempts and substitutions but

not read correctly

Child: h here home Text: house

One error

Omission

Child: Text: house

One error

Several omissions

Child: ___ ____ _ ___ Text: The house is big.

One error each/ four total errors

Insertion

Child: little Text:

One error

Several Insertions

Child: and very old Text: The house is big.

One error each/ three total errors

Self-Correction (sc)

Child: home sc

Text: house

No error

Several attempts followed by a self-correction (sc)

Child: home horse sc

Text: house

No error

Child pauses then reads correctly. Record “wait” W time.

Child: W Text: house

No error

Child appeals (A) for help. Teacher says, “Try it” (TI). Child reads correctly.

Child: W A Text: house TI

No error

Child appeals (A) for help. Teacher says, “Try it” (TI). Child reads incorrectly.

Child: W A home Text: house TI

One error

Child is unable to proceed, teacher gives a “Told” (T).

Child: W A W Text: house TI T

One error

Child is totally confused. Teacher says, “Try that again” (TTA) and brackets the

area of confusion.

Child: They have ice cream Text: The house is big. TTA

One error and

score rereading

Repetition

R Child: R2 Text: The house is big.

No error

Dialect pronunciation

Child: (da)

Text: The

No error

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Running Record Sheet Name____________________________ Date__________

Book____________________________ TRL_________ Analysis of Errors and Self-corrections Cues used and neglected (Meaning, Structure, Visual):

________________________________________________________________________________________________________________________________________________________________________________________________________________________

E SC PAGE TEXT E SC M S V M S V

TOTALS

Error Rate

Accuracy Rate %

Reading Level

1:200 1:100 1:50 1:35 1:25 1:20

99.5 99 98 97 96 95

Easy/ Independent

Reading Level 95-100%

1:17 1:14 1:12.5 1:11.75 1:10

94 93 92 91 90

Instructional Reading

Level 90-94%

1:9 1:8 1:7 1:6 1:5

89 87.8 85.5 83 80

Frustrational Reading

Level 89% or below

Word Error Rate Accuracy Self-Correction Errors Rate _____ /_____ 1:______ ______% 1:_______

Self-Correction Rate E + SC = Ratio 1:_____ SC

1:1 – 1: 2 Excellent 1:3 – 1:5 Good 1:6 or below Poor

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E SC PAGE TEXT E SC M S V M S V

TOTALS

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Independent Reading

“Independent reading is central to successful reading development. To become lifelong readers, students need to choose to read, select their own material and share what they have read. Teachers need to encourage independent reading at every stage of students’ reading development. Independent reading should be integral to the daily program in every classroom.” New Zealand Ministry of Education, Reading for Life, The Learner as a Reader

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MMSD Primary Literacy Notebook Independent Reading

Independent Reading Students self-select and practice reading familiar and other independent level texts on their own or with a partner for an extended period of time. Students practice applying both known and developing skills and strategies. Students have the opportunity to read for pleasure, be independent problem solvers and improve reading fluency. Note: Children also need opportunities, at other times, to browse through books and other reading materials that may be too difficult for them to read independently. This provides an additional opportunity for children to learn about literacy.



Teacher Support

Definition

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch*


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The Value of Independent Reading • Provides opportunities to reread familiar books. • Provides opportunities for self-selection of texts at the reader’s independent reading

level. • Provides opportunities to read for pleasure. • Provides opportunities for sustained reading.

• Provides opportunities to independently use cues and strategies to solve challenges within the reader’s control.

• Builds confidence as a reader.

• Provides opportunities to increase reading achievement through reading practice.

• Promotes reading fluency.

• Provides opportunities to use and develop comprehension strategies.

• Provides opportunities for peer support while reading.

MMSD Key Elements Emphasized in Independent Reading:

• Comprehension • Phonics • Concepts About Print • Strategies • Fluency • Vocabulary / Concept • High Frequency Words Development • Literary Appreciation

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Independent Reading Research Time spent reading independently improves achievement as indicated on the following chart. While we cannot control the amount of time students read outside of school, we can provide numerous opportunities for them to read independently throughout the day in the classroom. In What Really Matters for Struggling Readers, Richard Allington says,

Variation in Time Spent Reading Outside of School Time Spent Reading = Achievement

Percentile Rank Standardized Reading Test

Minutes of Independent

Reading

Exposure to Number of

Words/Year

98 90.7 4,733,000

90 40.4 2,357,000

70 21.7 1,168,000

50 12.9 601,000

20 3.1 134,000

10 1.6 51,000

Grade 5 Study Source: Anderson, Wilson and Fielding. Growth in reading and how children spend time outside of school. Reading Research Quarterly, summer 1992.

“In one of the schools where I observed, the more effective teacher routinely had children reading for forty to forty-five minutes of each hour allocated to reading instruction… In the less effective teachers’ classrooms the time allocated was the same but the time spent reading was typically quite different. These teachers often spent fifteen to twenty minutes preparing children to read, and twenty to twenty-five minutes after reading had the children engaged in a variety of follow-up activities, including responding to questions, completing workbook pages, reviewing the story, checking on vocabulary and so on. …(T)he children had typically read for only fifteen to twenty minutes of each hour of time allocated to reading lessons and in some classrooms children read even less!”

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How to do Independent Reading

Teacher’s Role

• Provide a block of time for all students to read daily.

• Make space available for relaxing with a book.

• Provide each student with a collection of materials from previously introduced guided reading books and other texts at their independent level.

• Provide an assortment of materials of various levels and genres for reading.

• Show interest in the texts children choose to read.

• Provide opportunities for children to share texts and read with a partner.

• Observe children’s reading for evidence of their attitudes, understandings, behaviors and transfer of learning from other reading activities.

• Confer with students to monitor level of interest, understanding and amount of

reading. • Take running records or anecdotal notes.

Student’s Role

• Read previously read materials or new materials at the independent level. • Read alone or with a partner for a sustained period of time.

• Engage in reading work to solve minimal challenges.

• Practice using reading cues and strategies learned and evolving.

• Practice using comprehension strategies.

• May share what has been read.

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Variations of Independent Reading

Centers and various literacy activities provide additional opportunities for independent reading during the literacy block or at other times during the school day.

• Puppet center: Read to a puppet.

• Reader’s Theater: Read from a script and dramatize a play.

• Book and tape center: Read along with commercial, teacher or student-recorded tape.

• Read around the room: Read material displayed in the classroom. (Provide silly glasses and pointers to use while reading.)

• Read a book using story props (e.g. toy animals might be provided to read and enact the story of the Little Red Hen).

• Read a book with a sticker or finger puppet on the pointing finger.

• Read a book using a special pointer--glittery pencil, toothbrush, colorful wand, etc.

• Read with a book partner from another class and/or grade level.

• Read to an adult volunteer.

• Reread shared reading charts, big books, pocket charts or transparencies.

• Reread shared and interactive writing products.

• Read student poetry notebooks.

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Checklist for Independent Reading

Teacher provides a wide variety of reading materials for a range of reading levels and interests.

Teacher provides a print rich environment.

Teacher provides comfortable reading spaces.

Teacher provides 30 minutes or more of independent reading time per day.

Teacher explains and models expectations and procedures for independent reading.

Students verbalize and practice expectations and procedures for independent reading.

Teacher observes how students interact with text.

Teacher monitors, affirms and responds to students as they read.

Teacher confers with students.

Teacher may take running records.

Students self-select reading materials from texts at their independent reading level.

Students read independently or with a partner.

Students read a variety of materials and genres.

Students engage in real “reading work” using cues and strategies to problem solve as they read.

Students have opportunities to respond to texts orally or in a response journal.

Students choose to read independently throughout the day at a variety of areas in the room (quiet reading corner, classroom library, centers, classroom calendar area, etc.).

Adapted from the Rigby Train the Trainers Conference 2000

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Useful Materials for Independent Reading

• Individual book boxes containing:

• books the child has learned to read • poems and other text the child has learned to read during shared reading • books written and published by children in the classroom • books or charts the teacher has created to meet the child’s literacy needs

• Classroom library containing a range of books in various genres

• Books arranged by levels

• Books arranged by authors, themes, illustrators, etc.

• Big books

• Magazines

• Newspapers

• Reference materials: atlas, science books, charts, maps, diagrams, dictionaries, thesaurus

• Classroom management charts: helper chart, class list, daily schedule, birthday chart, bus chart, etc.

• Charts and posters: nursery rhymes, poems, alphabet, numbers, songs, directions, colors, etc.

• Lists

• Labels on bulletin board displays

• Word walls

• Pocket charts

• Calendar

Adapted from Guided Reading, Good First Teaching for All Children, Irene Fountas and Gay Su Pinnell

119


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Independent Reading Conference Name____________________________________________ Date ________________

Book____________________________________________________ Level _______________

Possible Conference Format: • “Tell me about what you are reading.” • “What are you thinking about as you are reading?” • “What strategies do you use to help you understand the story?” • “Let me listen as you continue reading.” (Take a running record, reinforce what is done well and make a targeted teaching point.) • “What are you learning about yourself as a reader?”

Notes: Running Record: Cues used: M S V Strategies used: Self-monitors, Searches, Cross-checks, Rereads, Self-corrects Reading Level: Independent, Instructional, Frustrational Next Teaching Step:

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Independent Reading Conferences

Name Date Comments

124

Name __________________

Reading Log

Title of Book Date Rating

125

Name _______________________

Reading Log

Title of Book Date Comments

126

Name ______________________________________________

Books I Have Read

Date Title

127

Date Book Title Read Alone Read With…(friend’s name)

Independent Reading Record

128

Name_____________________________ Date___________________ Title of Book________________________________________________ Author ____________________________________________________ 1. This book is: Fiction Nonfiction 2. I would recommend this book to _____________________________ Because____________________________________________________ Name_____________________________ Date___________________ Title of Book________________________________________________ Author ____________________________________________________ 1. This book is: Fiction Nonfiction 3. I would recommend this book to _____________________________ Because____________________________________________________

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Name __________________________________________________ Title of Book ___________________________________________ Friends I read my book to: 1. _________________________________ 2. _______________________________ Teacher ______________________________________________________________ Family Member _______________________________________________________ Name _____________________________________________________ Title of Book ______________________________________________ Friends I read my book to: 1. _________________________________ 2. _______________________________ Teacher ______________________________________________________________ Family Member _______________________________________________________

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Home Reading Record for: ______________________________

Please document that your child spends time reading at home.

Date Topic Number of Minutes Family Member’s Comments and Signature

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"Writing, like reading, concerns the development of the child as a communicator of thoughts and feelings in all areas of the curriculum and for a variety of reasons." New Zealand Ministry of Education, Dancing With the Pen

Writing Overview

133

MMSD Primary Literacy Notebook Writing Overview

Introduction

“It is essential that children are deeply involved in writing, that they share their texts with others, and that they perceive themselves as authors. I believe these three things are interconnected. A sense of authorship comes from the struggle to put something big and vital into print, and from seeing one’s own printed words reach the hearts and minds of readers.”

Lucy Calkins, The Art of Teaching Writing

In a balanced literacy program children learn to write at the same time as they learn to read. Reading and writing are interdependent. Scaffolding a child’s learning in either reading or writing will facilitate new learning that will move a child forward in both areas.

The balanced literacy framework provides a structure for supporting the development of writing skills in the same manner that it supports the development of reading skills. Modeled writing, shared writing, interactive writing and independent writing provide the teacher with a way to scaffold learning for students at all levels of writing development within a writing workshop. In a balanced literacy classroom, time is set aside each day for a writing workshop. The writing workshop is the classroom organizational structure that supports the teaching and learning of writing. The primary focus is on the writer rather than the writing product. It is a time when students learn a repertoire of strategies, techniques and understanding from which they can make decisions as they write. Some essentials characteristics of a writing workshop include: • Students choosing their own topics for authentic purposes • Students writing everyday for long periods of time, developing a stamina for writing • Students talking before, during and after they write • Students reading like writers, studying authors as mentors • Students creating texts of different genres like real authors Teachers teach the writing process (prewriting, planning, writing, revising, editing, publishing and sharing) within the context of a writing workshop. Katie Wood Ray states, “(Teachers) see the writing process as a tool they can give their students to use …not just as something to learn to do.” The focus of the writing workshop is on the writer and teaching students all the possibilities for writing. The workshop consists of minilessons,

135


independent writing, conferences and sharing. Teachers explicitly teach children about the traits and crafts used by published authors. During the writing workshop teachers observe and support the progression that children go through when learning to write. (See the chart on writing development.) Teachers confer with their students and assess their writing. They reinforce what a student does well and determine what the next teaching point might be. This observation is necessary to provide each student with the appropriate scaffolding to develop as a writer. It is essential to target instruction within each child’s ZPD.

The writing section of the Primary Literacy Notebook includes the following:

• Writing Overview • Modeled Writing • Shared Writing • Interactive Writing • Independent Writing • Writing Process • Writing Workshop • Writing Traits and Crafts

Progression of Writing It is both challenging and rewarding to look at the “scribble” of an emergent writer and identify skills and understandings the writer is developing. When writing development is thought of in the same way as reading development – progression along a continuum – it is much easier to focus next teaching points that support the student’s learning and acknowledge what is known. (Just as readers do not develop along a sequential continuum or at the same pace, nor do writers.)

136

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“Modeled writing is a powerful strategy that can be used to demonstrate a range of skills, processes and strategies. In primary schools modeled writing is a(n) ... event that enables teachers to share with children the procedures of writing.” Education Department of Western Australia, First Steps, Writing Resource Book

Modeled Writing

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MMSD Primary Literacy Notebook Modeled Writing

Modeled Writing

The teacher demonstrates what a writer does by thinking aloud and writing in front of the students. Selected teaching points based on on-going observation and assessment target students’ current needs. The teacher demonstrates concepts about print, word work, the writing process and writers’ crafts and traits through modeling a variety of writing forms. Texts are often written over the course of several lessons. Note: For additional information on teaching writing refer to the Writing

Overview.

Gradual Release of Responsibility

Reading Read Aloud Shared Guided Independent Writing Modeled Shared Interactive Independent


Teacher Support

Definition

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch*


141


The Value of Modeled Writing

• Provides opportunities to demonstrate the writing process. • Provides opportunities to model good reasons for writing. • Provides opportunities to model concepts about print such as directionality, spacing,

punctuation and print contains a message. • Provides opportunities to model the use of phonemic awareness and phonics. • Provides opportunities to model the traits and crafts of good writing (refer to Writing

Overview). • Provides opportunities to extend students' knowledge of writing genres.

MMSD Key Elements Emphasized Through Modeled Writing

• Comprehension • Literary Appreciation • Concepts About Print • Phonics • High Frequency Words • Vocabulary/Concept • Phonemic Awareness Development

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How to do Modeled Writing

1. Get ideas for your teaching points from students’ writing. If you have observed run-on sentences in students’ writing, then incorporate a few run-on sentences in your writing. This allows you to model your thinking during the editing part of the writing process.

2. Focus on a single strategy, concept or skill. 3. Use the blackboard, dry erase board or chart paper so you are sure all the students in

the group can see what you are writing. An overhead projector works well, too. 4. Keep the lesson short, generally five to ten minutes. 5. Model by writing or editing text that serves a real purpose. 6. Through thinking aloud, clearly tell students what you are modeling. At the end of the

modeled writing lesson ask, “What did you learn from my writing that you might try in your writing?”

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Possible Teaching Points for Modeled Writing

Teaching points depend on the targeted needs of the class or a small group of students. Careful observation and on-going assessment of their writing will reveal the focus of the lesson.

• How a writer generates ideas for writing

• Steps in the writing process

• Different genres

• Traits or crafts of good writing (refer to Writing Overview)

• Items on the Concepts About Print assessment

• Directionality Where to start to write Which way to go Return sweep (where to go when you reach the end of a line of text)

• Print contains a message • Spacing • Word by word matching • Concept of first and last • Difference between a letter and a word • Concept of top and bottom of a page • Punctuation

• Capital and lower case letter formation

• Phonemic awareness and phonics

• Conventional spelling

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Checklist for Modeled Writing


Teacher holds the pen and writes the text.

Teacher models a variety of genres throughout the year.

Teacher selects teaching points based on students’ current needs.

Teacher models a strategy (teaching point) for several days.

Teacher establishes an authentic purpose for writing.

Teacher “thinks aloud” about aspects of the writing process.

Teacher “thinks aloud” about what the message will say.

Teacher “thinks aloud” about how the text will be organized.

Teacher models how decisions are made by writers.

Teacher shares writing strategies that authors use when composing text.

Teacher models how to revise and edit text.

Teacher moves lesson along at an appropriate pace.

Teacher links lesson with content areas, literature, classroom events, word study and children’s interests.

Teacher includes a range of language and vocabulary in the lesson.

Teacher models rereading text to monitor for meaning and choose the next word(s).

Teacher models word work strategies.

Teacher models how to think about where to start and which way to go.

Teacher highlights high-frequency words.

Teacher models using an alphabet chart and other charts as references.

Teacher thinks aloud envisioning how students might apply demonstrated skills to their own writing.

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Useful Materials for Modeled Writing

• Large chart paper and easel • Chalk and markers • White correction tape • Posts-its • Alphabet chart • Name chart • Word wall • Pointers

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“Throughout the process her [the teacher’s] guidance and the children’s discussion contribute to a growing awareness and understanding of what writing is about and what readers can make of their writing. Children begin to ‘get in on’ the craft of writing.” Moira McKenzie, Shared Writing, Language Matters

Shared Writing

147

MMSD Primary Literacy Notebook Shared Writing

Shared Writing The teacher writes while collaboratively discussing, planning and composing a text with the students. Selected teaching points based on on-going observation and assessment target students’ current needs. The teacher scaffolds students’ learning through expanding their knowledge of concepts about print, word work, the writing process and writers’ crafts and traits. A variety of texts (charts, reports, news, stories, letters, invitations, lists, etc.) are often written over the course of several lessons.

Note: For additional information on teaching writing refer to the Writing Overview. Gradual Release of Responsibility

Writing Modeled Shared Interactive Independent Read Aloud Shared Guided Independent

Reading


Teacher Support

Definition

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch*


149


The Value of Shared Writing • Provides opportunities to demonstrate the writing process. • Provides opportunities to model concepts about print such as directionality,

punctuation and the difference between letters and words. • Provides opportunities to model letter formation. • Provides opportunities for the authentic use of phonics skills. • Develops children’s sense of writing genres such as story, poetry, letters, etc. • Gives all children the experience of being authors. • Creates texts for shared and independent reading. • Provides opportunities for supported practice in using the traits and crafts of good

writing.

Shared Writing Supports These MMSD Key Elements:

• Comprehension • Literary Appreciation • Concepts About Print • Phonics • Fluency • Strategies • High Frequency Words • Vocabulary Development • Phonemic Awareness

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How to do Shared Writing 1. Provide or work from a concrete experience that will stimulate interest and engage

students in discussion. 2. Allow the children to talk informally about the experience. 3. Guide the discussion eliciting observations, comments, retellings, opinions, feelings,

etc. 4. Decide on a purpose and format for writing about the experience or idea (to tell

parents or another class, to remember, to plan for some event, etc). 5. Solicit sentences about the experience, helping to clarify ideas when necessary. Write

for the children. 6. In the process of writing, point out conventions of print, aspects of the writing

process, spelling strategies, or traits of good writing. Limit teaching points to no more than two or three.

7. Publish once the children are satisfied with the text. 8. Involve students in the publishing process such as illustrating or adding to the text. 9. Leave the text up for students to read or reproduce for children to take home to read

independently.

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Possible Teaching Points for Shared Writing

Teaching points depend on the next learning steps the class or a small group of students need. Careful observation and on-going assessment of their writing will reveal the focus of the lesson.

• How a writer generates ideas for writing • Authentic purposes for writing • Steps in the writing process • One of the traits or crafts of good writing (refer to Writing Overview) • Items on the Concepts About Print assessment:

• Directionality • Print contains a message • Spacing • Word by word matching • Concept of first and last • Difference between a letter and a word • Concept of top and bottom of a page • Punctuation

• Letter formation

• Phonemic awareness and phonics skills

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Checklist for Shared Writing


Teacher holds the pen and writes the text.

Teacher selects teaching points based on students’ current needs.

Teacher and students write using a variety of genres.

Teacher and students establish an authentic purpose for writing.

Teacher and students collaboratively make a plan for the writing.

Teacher and students determine how the text will be organized.

Teacher and students contribute ideas to compose the text.

Teacher and students reread text to monitor for meaning and choose the next word(s).

Teacher and students collaboratively decide on punctuation and correct spelling.

Teacher assists students in making connections with known words to help them spell new words.

Teacher and students collaboratively revise and edit the text to improve the writing and to clarify meaning.

Teacher shares writing strategies that authors use when composing text.


Teacher links lesson with content areas, literature, classroom events, word study and students’ interests.

Teacher and students use an alphabet chart and other charts as references.

Teacher thinks aloud envisioning how students might apply demonstrated skills to their own writing.

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Useful Materials for Shared Writing • Large chart paper pad and easel

• Dry erase board or chalkboard

• Markers or chalk

• White correction tape

• Alphabet chart

• Name chart

• Word wall

• Pointers

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“Interactive writing is one of the most powerful tools there is for helping young children acquire critical reading and writing concepts.” Dorn, French and Jones, Apprenticeship in Literacy

Interactive Writing

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MMSD Primary Literacy Notebook Interactive Writing

Interactive Writing The teacher and students compose and write a text together. The students participate by writing the parts they know or are learning. The teacher fills in the unknown parts. Selected teaching points based on on-going observation and assessment target students’ current needs. Attention focuses on concepts about print, word work, the writing process, crafts and traits of a writer, etc. The text can take the form of a chart, report, research, story retell, letter, invitation, etc. Texts are often written over the course of several lessons.

Note: For additional information on teaching writing refer to the Writing Overview.



Teacher Support

Definition

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch*


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The Value of Interactive Writing

• Provides opportunities to plan and construct texts. • Provides opportunities to learn and apply concepts of print.

• Provides opportunities to demonstrate strategies.

• Provides opportunities to learn how words work (making and breaking words).

• Provides opportunities to isolate sounds in words and connect sounds with letters

(phonics).

• Provides opportunities to learn letter names and letter formation.

• Provides opportunities to increase spelling knowledge and learn high frequency words.

• Provides opportunities to build confidence and scaffold learning for independent

writing.

• Provides models for independent writing.

• Provides opportunities to create materials for shared and independent reading practice.

MMSD Key Elements Emphasized Through Interactive Writing

• Concepts About Print • Phonemic Awareness • Fluency • Phonics • High Frequency Words • Strategies • Literary Appreciation • Vocabulary/ Concept

Development

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How to Do Interactive Writing Before writing 1. Decide whether you will be working with the whole class, a small group or an

individual child.

• Whole class interactive writing sessions work well for creating a sense of community, recording whole class events, making class signs and creating materials for shared and independent reading.

• Small group interactive writing sessions have the benefit of making it easier

to target skills and at the same time offer the opportunity for more frequent, active participation of group members.

• Individual interactive writing sessions offer the opportunity to specifically

scaffold an individual student’s learning. This is especially useful when one child is working significantly above or below the group as a whole or for a check on what the child knows.

2. Select a common or shared experience to establish a purpose for writing.

• A favorite story

• A field trip

• A class animal

• An experiment

• A research quest

• A cooking project

• Classroom news

• A thank you note

• To record facts learned

• To retell a favorite story

• An invitation

• A letter

• To make a graph

• To make a survey

• A shopping list

• To compare two stories, animals, etc.

• To advertise

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3. Negotiate the writing form to be used.

• Letter • Invitation • Venn diagram • Recipe • List • Sign

4. Negotiate the text to be written. This will include determining what ideas will be written about before deciding on the best way to say it.

5. The children will be asked to repeat the text a few times to help them remember what

they want to write. 6. Have the children help count the words to help them understand that the message is

composed of individual words. During the Writing Process For emergent writers, the children control the pen when demonstrating known concepts. The teacher controls the pen when supporting learning that is partially known and demonstrates new concepts. For more experienced writers, the teacher may choose to quickly write some words that the whole group knows fluently and focus the group’s attention on new learning. To make the process move along, interactive writing may also be combined with some shared writing in which the children help with the thinking, but the teacher does the writing.

1. As each new word is identified, the children say it slowly, stretching out the sounds. 2. The first sound and each subsequent sound is represented in writing with the

appropriate upper or lowercase letter(s) by students, if possible, or modeled by the teacher if it is new learning. The entire group helps with the ideas as one child at a time contributes to the writing of the text. In this way, the thinking is collaborative and the pen is shared during the writing process.

3. The teacher helps the children make connections with sounds, letters or words they

already know as a link to constructing new words.

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4. The teacher models or prompts for directionality, spaces between words and appropriate punctuation.

5. After each word is added, the text is reread for fluency, meaning and to predict the next word.

6. With teacher support, the text is correctly written to use for rereading or as a model for independent writing.

7. Longer texts are usually stretched over several days.

8. In addition to general support throughout the lesson, the teacher selects one or two

teaching points for students to apply to their during independent reading and writing. After the lesson 1. Reread the finished product for fluency and enjoyment. 2. Summarize the learning to reinforce the teaching point(s) and to help students transfer

the new learning to independent reading or writing. 3. The text may be revisited to support further word solving. 4. The purpose of the lesson determines how it is extended. Letters may be sent, surveys

conducted, signs posted or writing displayed in the room to be revisited during shared or independent reading time.

5. Artwork may be added to the writing, resulting in a class book, story map, poster or

mural.

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Maintaining Student Involvement and Attention During Interactive Writing

During group interactive writing, only one child at a time is working directly on the text, so it is important to keep the other children actively engaged in the process. To help maintain student involvement:

• Have all materials organized and close at hand.

• Have children sit where they can see the text.

• Establish routines and expectations for behavior during interactive writing.

• Be clear that not every child will participate every day but that over the course of the year, everyone will get many turns.

• Use some small group writing experiences in addition to whole class writing.

• Have children say words slowly to hear the sounds, adding a physical motion such as pulling apart a rubber band or sliding a hand down your arm ending with a clap.

• As one child writes at the board, have other children write the letter or word in the air, on the rug, on their hand, on their nose, etc.

• As one child writes a high frequency word at the board have other children practice by snapping, clapping, whispering, finger tapping or lap slapping as they say the letters perhaps ending by saying the word with a clap.

• Have children whisper the letter the child at the board will write.

• Have children look at the name chart or word wall to find other words that start or end the same as the letter the child at the board is writing.

• Have children determine punctuation options.

• Have children generate rhymes for the word that is being written.

• Have children reread quietly and whisper the next word to their neighbor.

• Keep interactive writing sessions short. Stretch out a longer text over a few days or combine with some shared writing.

• Write with a purpose about things of interest to the children.

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Possible Teaching Points for Interactive Writing

Teaching points change over time based on the needs of students. Look to the children’s independent writing to determine the focus of the lesson. Generally target new learning at a level just above what most children in the group can do independently and then differentiate by altering the task for individual children. Decide whether it makes the most sense to target skills in a whole class, small group or an individual interactive writing lesson.

• Directionality (left to right, return sweep)

• Using the name chart to match beginning sounds

• Letter Formation

• Spacing

• Capital/ lowercase letters

• Hearing and identifying first letter sounds

• Hearing and identifying consonant letter sounds in order

• Letter patterns such as onsets and rimes

• Spelling high frequency words

• Word endings

• Punctuation

• Sentence structure

• Reading strategies such as 1-1 voice to print match or rereading to predict next word

• Descriptive words

• Writing forms such as poetry, letters, reports or persuasive writing

• Genres

• Writing traits and crafts

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Variations of Interactive Writing

In addition to varying the group size, some teachers vary the interactive writing session in other ways.

• Write each word on a separate card. After the words are written, children help place them on a background paper or on a pocket chart from left to right leaving spaces between words. This is generally a temporary step designed to help with 1-1 voice to print matching, directionality, word spacing and to help children understand the difference between a letter and a word.

• While composing a group message, each child concurrently writes the entire

message on a small whiteboard, notebook, invitation, book page, etc. This gives all children a chance to practice writing every letter. In addition, this is especially useful if you want each child to end with a product. For example, if inviting bears to a sleepover, every child will need to write an invitation.

• One child writes all or a portion of the text while the other children work out the

words on whiteboards and act as consultants for the writer. This works well with more experienced writers working in teams to produce something that will be shared with the class such as facts about a research topic or a new verse for a song.

• Fold the paper in half. Use the top portion for practice. When children are not sure

how to write a letter or word, have them practice on the top section. Use the practice section to help students make a connection with a word they already know, such as generating man from can, or when stretching out a word using sound boxes.

• Group writing serves as a transition from interactive writing to independent

writing. During group writing, small groups or pairs of children practice what they’ve learned in interactive writing by working together to write a message without direct teacher support.

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Checklist for Interactive Writing


Teacher and children “share the pen”.

Children know expectations.

Children are attentive and highly engaged.


Teacher elicits ideas from the children.

Teacher or children establish a purpose for writing.

Teacher links lesson with content areas, literature, classroom events, word study and children’s interests.

Teacher includes a range of language and vocabulary in the lesson.

Children help write the message one word at a time.

Children say each word slowly and think about the sounds heard.

Teacher focuses attention on words, letters and punctuation.

Teacher and students reread text to monitor for meaning and choose the next word.

Teacher selects targeted teaching points based on student’s needs.

Teacher helps children understand how words are put together.

Teacher models how to think about where to start and which way to go.

Teacher emphasizes letter names, features and how to write the letters.

Children practice formation of letters.

Teacher highlights high-frequency words.

Students use an alphabet chart and other charts as references.

Teacher “thinks aloud” to demonstrate processes for children.

Teacher notes children’s understanding of letters, sounds and words.

Children reread text displayed in room. Adapted from the Rigby Train the Trainers Conference 2000

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Useful Materials for Interactive Writing

• Markers (easier to see)

• Correction tape, peel off labels or matching colored paper pieces

• Clipboards

• White board or chalkboard

• Magna Doodle

• Pointers

• Alphabet chart

• Name chart

• Word wall

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“Children ... learn to write by writing. Classroom organization must provide time for learners to write every day across all areas of the curriculum. This will enable them to practice what they already know, refine and consolidate what they are learning, and attempt what they are just discovering.” New Zealand Ministry of Education, Dancing with the Pen, The Learner as a Writer

Independent Writing

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MMSD Primary Literacy Notebook Independent Writing

Independent Writing

Using the writing process, children write on their own. They refine acquired skills and practice evolving skills. Ideally, children write for authentic reasons selecting their own topics and genres. The teacher confers with individuals or small groups of students. Based on on-going observation and assessment, the teacher reinforces and scaffolds student learning making specific teaching points. Products include stories, reports, notes, labels, lists, journals, poems, plays, letters, etc. Texts are often written over the course of several days. Note: For additional information on independent writing and conferences refer to

the Writing Overview.

I Do You Watch

I Do You Help

You Do I Help

You Do I Watch*



Teacher Support

Definition

*Wilhelm, J. D., Baker, T.N. and Dube, J. (2001). Strategic reading: Guiding students to lifelong literacy 6-12. Portsmouth, NH: Heinemann

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The Value of Independent Writing

• Provides opportunities to be an author. • Provides opportunities to work through the stages of the writing process. • Provides opportunities to write for a variety of purposes. • Provides practice applying demonstrated writing techniques and strategies. • Provides practice using concepts about print. • Provides practice in phonemic awareness and phonics. • Provides opportunities to learn high-frequency words. • Provides opportunities to write meaningful text. • Provides practice using various formats and genres for writing. • Provides practice using writers’ traits and crafts. • Provides opportunities to use reference materials. • Provides opportunities to observe students and extend their writing development

through writing conferences. • Provides opportunities for observation of students’ writing progress over time. Adapted from Dancing with the Pen and The Ohio State University Early Literacy Learning Initiative

MMSD Key Elements Emphasized Through Independent Writing

• Comprehension • Literary Appreciation • Concepts About Print • Phonics • Fluency • Strategies • High Frequency Words

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How to do Independent Writing

Teacher’s Role • Provide a variety of materials for various writing purposes. • Model expectations for independent writing. • Provide time for daily independent writing. • Show interest in student work. • Provide opportunities for students to share their work. • Provide opportunities for students to work together. • Observe students for evidence of transfer of learning from modeled, shared and

interactive writing to independent writing. • Confer with students to scaffold their learning in planning, writing, revising and editing. (See Writing Overview for conference information.) • Assess student’s work for the next teaching point. • Publish or assist students in publishing final products. Student’s Role • Write for a variety of purposes. • Select a topic. • Select an audience for writing. • Plan for writing. • Write independently or with other students. • Take responsibility for using known skills and concepts

(e.g. punctuation, capitalization, high frequency words, use of interesting words, use of detail, etc.).

• Use classroom resources to assist writing (e.g. peer help, dictionary, word wall, “I am learning to...I can!” chart, etc.).

• Write using various structures and forms. • Reread draft frequently. • Edit and revise writing. • Share writing with others. • Publish a final product (optional).

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Independent Writing Suggested Procedures

Note: Starting at the kindergarten level, students write on a daily basis. 1. Students choose their own topics. Studying where real authors get ideas assists

students with topic selection. 2. Students choose an appropriate writing genre which may include poetry, stories,

feature articles, riddles, jokes, lists, etc. 3. Students create a plan for their topic (See following page - talking plan, picture plan,

series of pictures, list, web, questions & answers, etc). This may include listing the Topic, Audience, Plan and Date.

T: My dog A: Class in room 105 P: List D: September 1, 2005

4. Students use real authors’ works to make decisions that support their writing

intentions. 5. Students write independently with support from their teacher and classmates.

• Students continually reread as they write to check for meaning and make decisions on how to craft their text.

• References are available for ideas, crafts, spelling, punctuation, etc. • Students use inventive spelling for unknown words.

6. Students constantly revise and edit their work as they write. They may work

independently or with a teacher or classmate. Depending on each student’s skills, the student may revise for:

hmeaning hcontent hword usag e hsentence beginnings hsequencing hstory beginning hinterest hstory ending, etc.

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Depending on each student’s skills, the student may edit for:

hspacing hpunctuation hcapitalization hspelling, etc.

While students are working on their writing, the teacher meets with them for individual conferences. The teacher supports the students’ next steps as writers.

7. Students and teacher may confer to decide how to publish their work. Not all pieces

of writing need to be published. 8. Students share what they are learning as writers throughout the writing process. They

may share a portion of their writing or the entire piece during the writing workshop. 9. Students give a copy of their published writing to their intended audience.

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Independent Writing Products

Children should have opportunities to write throughout the day for authentic purposes.

• Stories

• Recipes

• Diaries

• Menus

• Poems

• Lists

• Cartoon strips

• Schedules

• Riddles

• Labels

• Notices

• Feature Articles

• Jokes

• Surveys

• Posters

• Survey results

• Plays

• News articles

• Instructions

• Notes

• Letters

• Biographies

• Brochures

• Songs

• Invitations

• Memoirs

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Independent Writing at Learning Centers

Math Center

Students might develop questions to use for a classroom survey. Questions such as, “What is your favorite color?” or “How many people live at your house or apartment?” might be used. The information obtained from the survey may be made into a chart, graph or written report.

Poetry Center

Using a familiar poem as a model, students may write an innovation of the poem to put into a class book. (e.g. “Jack Be Nimble” may be rewritten using student’s names.)

Housekeeping Center

Students write pretend shopping lists, recipes and notes to each other. Office Center

Students write notes and memos to other office workers. Forms may be used for telephone messages to record phone numbers and names.

Sam be nimble.

Sam be quick.

Sam jump over the candlestick.

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Post Office Center

Provide stamps, envelopes, stationery, inkpads, date stamps and mailboxes. Students write to each other and mail their letters.

Block Corner

Paper, markers and tape placed here may be used to create signs for buildings, labels for animals at the zoo, traffic signs, street signs, etc.

Art Center

Keep strips of paper available along with tape, staples and glue for students to label their artwork.

Writing Center

Keep a stapler, paper punch and variety of paper, markers, pens, pencils and stencils available for a variety of writing purposes. Also keep a supply of booklets with blank pages and construction paper covers available for students to write and illustrate a story.

Science Center

Students use journals, clipboards, graph paper, measuring tools, markers, etc. to make illustrations and record scientific data and observations.

Mom

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Ideas for Individualized List of Writing Skills (“I am Learning to... I Can!” chart)

Note: Each child’s list will vary. The teacher needs to conference with each child to observe and assess needs to determine the next teaching and learning point to add to the child’s list. • Use letters in my writing

• Place letters on the lines

• Skip lines

• Leave spaces between words

• Write neatly

• Use lower case letters

• Write the beginning letter for words

• Write all the letters I hear in words

• Use the word wall

• Use periods

• Use question marks

• Use exclamation points

• Use commas

• Use quotation marks

• Use capital letters at the beginning of sentences

• Use capital letters at the beginning of names

• Use a writing plan--pictures, web, list, etc.

• Know where writers get ideas

• Write about what I know

• Put my ideas in a logical order

• Different ways to organize my writing

• Write more than one sentence for a story

• Make sense when I write

• Use interesting words to describe things

• Use interesting words to describe actions

• Different ways to begin my writing

• Different ways to end my writing

• Add more information and details

• Vary the length of my sentences

• Vary the beginning of my sentences

• How to “show not tell”

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Checklist for Independent Writing

Teacher provides a variety of materials for writing.

Students work alone or confer with others.

Students write for a variety of authentic purposes.

Students use a variety of genres when writing.

Students focus on making meaning as they write.

Students use conventional and invented spelling.

Students make a plan for writing and refer to it during the writing process.

Students write a first draft.

Students reread their work frequently.

Students revise their work.

Students edit their work.

Teacher observes students as they work and writes anecdotal notes of the observations.

Teacher confers with students.

Published pieces of student work are in evidence, shared with others and used for reading.

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Useful Materials for Independent Writing

• Pencils, crayons, colored pencils, markers • Writing paper - lined and unlined in various sizes and colors • Construction paper • Small booklets with blank or lined pages for writing stories • Post-it notes • Stationery • Envelopes • Erasers • Rulers • Staplers • Hole punch • Date stamp and ink pad • Rubber stamps • Scissors • Tape • Glue • Paper clips • Reference materials - pictionaries, dictionaries, thesaurus, informational posters and

charts, a variety of books, etc. • Word wall • List of high frequency words • Student chart listing skills already accomplished and those the student is currently

learning • Computer • Alphabet chart • Name chart • Anchor charts

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________________________________________________________________________________

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_______________ __ _____________ ____ _____________ ____ _____________ ____ _______________ __

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Name______________________ Date_______________

T: A: P:

Title:

_________________ _________________ _________________ _________________

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Name______________________ Date_______________

T: A: P:

Title:

_________________ _________________ _________________ _________________

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Name______________________ Date_______________

T: A: P:

Title:

Beginning:

Ending:

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Name ____________________ Student Writing Conference Record

Date __________ Title __________________________________________________ Observations/Teaching Point: Date __________ Title __________________________________________________ Observations/Teaching Point: Date __________ Title __________________________________________________ Observations/Teaching Point: Date __________ Title __________________________________________________ Observations/Teaching Point:

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Student Writing Conference

Name____________________ Date_____________________

PW - Prewriting Pl - Planning W - Writing R - Revising E - Editing P - Publishing

Date: Writing Stage: Writing Piece:

Teaching Point: Comments:





• Research • Validate • Decide • Teach • Link • Record

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CONFERENCE NOTES WEEK OF ________

NAME DATE NOTES

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Reflecting on Students’ Writing

Name Notes

Focus: Group:

Focus: Group:

Focus: Group:

Focus: Group:

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Writing Project Record Name________________________

Date Title What I Learned About Being A Writer

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___________________________’s Writing Record

Date I am learning to... I can! (Date)

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Sample Writing Checklists

Writing Checklist

Name ________________________ Date __________________ Read your writing

Spaces The cat likes me. I like him.

Capital letters T h e c a t l i k e s m e.

? ! T h e c a t l i k e s m e .

Writing Checklist Name ________________________ Date __________________ Title________________________________________________________

Revise Makes sense

Sentence beginnings Beginning, middle, ending

Word choice Dialogue

Edit Spaces Capital letters

Punctuation Spelling

. ? !

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Writing Checklist

Name ________________________ Date __________________

Capital letters

T h e c a t l i k e s m e. Punctuation ? !

T h e c a t l i k e s m e . Spaces

The cat likes me. I like him. _________________________________ helped me check my writing.

Writing Checklist Name ________________________ Date __________________ Title________________________________________________________ Edit My sentences begin with a capital letter.

Names begin with a capital letter. My sentences end with correct punctuation.

I have spaces between my words. I checked my spelling.

Revise My sentences make sense. They tell who and what. My sentences have different beginnings. My writing has a beginning, middle and end.

I used interesting words. ______________________________________ helped me check my writing.

. ? !

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Publishing Self-Evaluation Checklist

Name: ______________________________________ Date: __________ Title: _________________________________________________________ Writing

My writing stays on one topic. I tell:

Who _____________________________________________________

What _____________________________________________________

Where ____________________________________________________

When ____________________________________________________

Why _____________________________________________________ Editing

Every sentence makes sense.

Every sentence begins with a capital letter.

Every sentence ends with a punctuation mark.

Names of people and places begin with a capital letter.

I have done my best to correct spelling.

I have circled words I am not sure about.

_________________________has read my story and helped me edit it.

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100 High Frequency Words

A F M Ta for make thanafter from man thatall G me theam get mother theman go my thenand going N thereare H no theyasked had not thisat has now toaway have O tooB he of Uback help on upbe her one usbeen here or Vbig him our verybut his out Wby how over wasC I P wecame I play wentcan I’m put werecan’t if Q whatcome in R whenD into ran wheredad is run whoday it S willdid J said withdo just saw Xdon’t K see YE L she you

like so yourlittle Zlook

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150 High Frequency Words

A C F I S Uable car father inside same underabove carry feel J sat untilacross cat find jump say useagain catch first just school Valmost change fish K sea viewalways children five knew second Wany city food know seen waitanything close four L should walkas could friend last sit wantask D fun let sky watchB dark funny light sleep waybad deep G live snow weekball does game love something whybecause dog gave M start winterbecome door give much stay won’tbefore down goes must stop workbegin during gone N story worldbehind E good name street wornbetween each got new T writebooks eat grade night take wrongboth end great O teach wroteboy enough grew outside tell Xbrother even grow P ten Ybus every H paper their year

happy part things you’rehid party third Zhide pick throughhill place timehome Q todayhouse R together

rain topright tryroom two

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“But the best way to get exemplary writing from our students is by helping each of them find an effective writing process. The research of Donald Graves and Lucy Calkins demonstrates how even our youngest writers work through a process that roughly corresponds to the cycle of craft professionals follow…It’s important to recognize that when we talk about the writing process we are not describing a “program.” Rather, we are trying to reflect as genuinely as possible the cycle writers go through as they write.” Fletcher and Portalupi, Writing Workshop, The Essential Guide

Writing Process

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MMSD Primary Literacy Notebook Writing Process

The Writing Process

The writing process is a cycle that writers use as they go about the “work and play of writing” (Fletcher). The writing process has been outlined by experts (Graves, Calkins, Harwayne, Wood Ray) who examined their own writing practices. They concluded that the writing process involves exploring real reasons for writing, selecting topics, drafting, revising, editing, publishing and sharing texts.

The writing process is generally described as having six stages which include: • Prewriting • Revising • Planning • Editing • Writing • Publishing and Sharing

Teachers need to explicitly teach each stage through modeling before students practice with guided support. The final goal is to develop independent proficient writers. Prewriting Stage

In the prewriting stage writers identify a purpose for writing. They think, remember, question, research, interview, etc.

Teachers support this stage by modeling real reasons for writing and choosing a topic. It is important for teachers to demonstrate that writers move toward writing projects not because they have great ideas, but because they have good reasons to write. Katie Wood Ray identifies some of those reasons:

• Passion or intrigue for a topic or an idea • Audience or occasion • Purpose to fulfill • Pull of a genre

During the prewriting stage teachers use books and other texts as they think aloud and model the beginning process of what real writers do. For example:

• Where writers get ideas from everyday life experience from what they know best from other writers from topics that really matter

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• Structuring texts in interesting ways • How to read like writers • Choosing a genre for their writing

an invitation for planning a party a card to celebrate a friend’s birthday a picture book to preserve an important memory a feature article for sharing information about

a topic

Teachers and students together create anchor charts for the children to refer to when thinking about their writing. Sometimes teachers model using a writer’s notebook. A writer’s notebook is a place to put seed ideas. Seed ideas include memories, small moments, snatches of talk, quotes, quick sketches, lists, wonderings, unforgettable stories, etc. Teachers model putting entries in their notebook and later model returning to their writer’s notebook when looking for ideas for further writing projects. The writer’s notebook can be an important tool within the writing process.

“Writers are like other people, except for at least one difference. Other people have daily thoughts and feelings, notice the sky or that smell, but they don’t do much about it. All those thoughts, feelings, sensations, and opinions pass through them like the air they breathe. Not writers. Writers react. And writers need a place to record those reactions. That’s what a writer’s notebook is for. It gives you a place to write down what makes you angry or sad or amazed, to write down what you’ve noticed and what you don’t want to forget…”

Fletcher, A Writer’s Notebook: Unlocking the Writer within You

My writer’s notebook is filled with my thinking. Sometimes I share my thinking in words and other times in sketches. I share what is important to me, what I notice, what I hope, what I hear, what I think about, what I read, and what I learn. I fill my book with words or images that I want to hold onto forever.” Fountas and Pinnell, Guiding Readers and Writers Grades 3-6, Teaching Comprehension, Genre and Content Literacy

After observing the teacher modeling, students apply what they have learned to their own writing. Teachers observe and assess students at work to determine next teaching steps. This may include reviewing material already taught.

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Planning Stage

In the planning stage writers gather and organize ideas for writing.

There are different ways to go about planning. Teachers support the planning stage by modeling. Sometimes teachers model:

T: choosing a topic (what the writer writes about ) A: deciding on an audience (who the writing is for)

P: selecting a plan (how the writer organizes ideas) Other times, teachers model planning by using a blank booklet. Following the teacher’s modeling, students talk through their writing ideas as they turn the pages of a blank book. Students then sit eye-to-eye, knee-to-knee, turning the pages of their blank booklets as they tell their ideas to a partner.

There are many different types of plans: talking, picture, three-part pictures, lists, webs, etc. Plans offer temporary support to assist children in organizing their ideas. It is key for teachers to model and explicitly teach students how to plan their writing. Frequent modeling is necessary. (See templates for planning writing in the Independent Writing Reproducible Forms section.)

T : Fall A: My class P: Picture

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Writing Stage

In the writing stage writers begin to draft their text using their plan. The focus is on the content rather than the mechanics.

Teachers model using their plan to write and think aloud emphasizing their meaning. • Am I saying what I want to say? • Is my meaning clear? • Do I like how this sounds?

Depending on the students’ needs, teachers also model writing and thinking aloud about: • saying words slowly and recording sounds • spacing • using a strong lead to pull in the audience • questioning and searching for appropriate words • staying on topic • sequencing events correctly • adding dialogue to make the story more interesting • crafting an ending • rereading the writing to make sure that is makes sense and sounds right • using a particular craft to support the writer’s intentions

These are only a few possibilities. Teachers and students together create anchor charts for the children to refer to when writing. Revising Stage

In the revising stage students reread their writing for clarity. They may add words and ideas, delete words, lines or phrases, substitute words for other words or rearrange sentences and paragraphs. Next, students read their writing to a friend eliciting questions or suggestions. The writer decides whether or not to change the piece.

Teachers model revising their writing based on the level and needs of their students. First, they show students how to reread their writing independently, making sure it makes sense. Next, they model reading their writing to a friend, showing students how to listen carefully, answer questions and think about suggestions. Lastly, they demonstrate how it is up to them, as the writer, to decide whether or not to change the piece.

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MMDS Primary Literacy Notebook Writing Process

In The Craft of Revision, Lucy Calkins shares lessons on teaching students how to revise by:

• Rereading to create movies in our minds and adding words. • Adding details to sketches or illustrations. • Adding missing information. • Adding dialogue. • Taking away things that don’t support the main idea. • Showing not telling. • Using different genres for the same idea.

Providing colored markers or pencils for making revisions is motivating for students. Editing Stage

In the editing stage, writers proofread their writing for mistakes in conventions such as spacing, capitalization, punctuation and spelling.

Teachers model editing by choosing a focus that meets the needs of the students. For example, using a colored marker or pencil, they might circle misspelled words and demonstrate using the word wall or other resources to correct them. Teachers need to hold children accountable for spelling the high frequency words that they have learned.

Teachers explicitly teach the rules of spacing, capitalization and punctuation. They often provide anchor charts or individual forms for the children to refer to when editing their writing. (Reproducible forms can be found in the Independent Writing Section.) Once students have demonstrated that they have learned a skill, they need to be held accountable for applying it in their daily writing. Publishing and Sharing Stage

In the publishing and sharing stage writers determine how they will present their final product. If students have real reasons for writing (a passion for a topic, a specific audience or cause that needs to be addressed, a desire to write in a particular genre), then it is important to publish their work making sure their writing gets to the audience for whom it is intended. Some teachers publish every piece students write. Other teachers allow students to select their favorite pieces to publish.

A published piece means that it needs to be ready for the public. Since there is an audience waiting for it, writing needs to be complete and correct.

The writer decides the layout depending on the piece. Considerations include the format (letter, brochure, card, book, poster, etc.), the illustrations (diagrams, cutaways, etc.) and whether it is handwritten or word processed.

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It is important for teachers to model publishing their own writing, to explain why they choose a particular format and how they decide to illustrate the text. Teachers need to continue to provide examples of different publishing formats.

Teachers frequently make copies of students’ published writing. Students give one copy to the intended audience and keep the other one for independent reading. Students also take time to read their pieces to each other. As teachers model and students engage in all stages of the writing process, we need to keep in mind the words of Ralph Fletcher.

“You can talk and talk about the process writers use to write, but you can’t forget that real feeling is still the crucial ingredient. You need to feel the words, feel the sentences, feel the ideas and characters. They need to matter to you. The goal is to be totally engaged in the work and play of writing, so you can put your whole heart into making something real, lasting, and beautiful. That’s a worthwhile thing to do.” Fletcher, How Writers Work

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Stage Teacher thinks aloud and models… Students engage in…

Prewriting

• Exploring memories • Focusing on a small moment • Questioning (wonderings) • Visualizing (creating sensory images) • Having a purpose for writing

• Thinking • Remembering • Talking • Making connections • Having a purpose for writing

Planning

Planning for writing: • Talking • Picture • List • Web, etc.

Planning for writing: • Talking • Picture • List • Web, etc.

Writing

• Using the plan to compose sentences • Rereading while writing • Asking:

Am I saying what I want to say? Is my meaning clear? Do I like how this sounds?

• Using their plan to write • Rereading as they write • Asking:

Am I saying what I want to say?

Is my meaning clear? Do I like how this sounds?

Revising

Revising for a purpose (determined by student need) which may include… • Adding ideas or words • Changing writing to:

Sequence ideas Create an interesting beginning or

ending Make ideas flow (sentence fluency) Create sensory images

• Crossing out ideas or words which don’t make sense or are not needed

• Rereading their writing • Reading their writing to a friend • Listening to questions or

suggestions • Deciding whether to:

Add ideas or words Cross out ideas or words Change their writing

• Making sure writing makes sense

Editing • Editing for spacing, capitalization,

punctuation, and spelling to meet audience expectations

Checking writing for: • Spacing • Capitalization • Punctuation • Spelling

Publishing and

Sharing

• Using illustrations that work with the text and enhance meaning

• Publishing final text which may be typed or written by teacher or student

Note: Ensure writing reaches intended audience

• Rereading the published text • Illustrating text to enhance

meaning • Sharing the published text • Giving a copy of the text to the

intended audience

The Writing Process

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Writing Process Wheel

WRITING PROCESS

WRITING

REVISING Reread your writing

Does it make sense?

PLANNING

1. Telling 2. Picture 3. 3-Pictures

EDITING

The I like red. . ! ?

PUBLISHING Best writing Best drawing Best coloring Share your writing

WRITING PROCESS

PREWRITING Thinking Remembering Talking Connecting Questioning Having a purpose PLANNING

Topic Audience Plan: Picture, List Web

WRITING

Using your plan, write your sentences.

Reread as you write.

EDITING

Spacing Capital Letters Punctuation Spelling

PUBLISHING

Illustrate Share with audience

REVISING

Reread your writing to yourself. Reread it to a friend. Listen to the suggestions. Decide whether to add, cross out or change it.

PREWRITING

Think Remember

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“Ordinary people who live ordinary lives- people like you and me- can write as writers. We can write stories, poems, and books like those of the authors we admire. In a writing workshop, this is the essential message.” Calkins and Hartman, Authors As Mentors

Writing Workshop

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MMSD Primary Literacy Notebook Writing Workshop

Establishing a Writing Workshop

The writing workshop is the context in which we teach writing and is a portion of the school day which provides multiple opportunities for developing students as writers. This on-going structure continues throughout the entire year and takes place 4-5 times a week. In The Writing Workshop, Katie Wood Ray states:

“When all students do is write across the curriculum, they never learn the important lesson that writing is also a way to get things done in your life, a way to follow your own dreams or passions, a way to be heard when you want someone to hear you.”

Within a balanced literacy program, the writing components (modeled, shared, interactive and independent) are used within the structure of a writing workshop. These components are also used frequently throughout the day in other content areas. During the writing workshop, teachers model and support students in reading like a writer.

“As teachers of writing, we have to notice how things are written because we are responsible to teach students how to write things. Every act of reading is a potential act of curriculum development. Reading like teachers of writing helps us give our students visions of what’s possible.” Wood Ray, The Writing Workshop

Using texts of published authors, authors become mentors to students in the classroom. Studying their work, students learn where authors get ideas, how to structure texts, note interesting beginnings, endings, word choice, etc. Within the writing workshop, teachers scaffold students as they make intentional decisions about their writing. Students usually choose their own topics, genre, structure and format for their writing. Teachers encourage students to find and develop their own writing voice.

“My hope is that in our writing workshops all of us - teachers and children alike - will be able to take the small threads and small stones of experience and of thought, declare them significant, and make something of them.” Calkins, Units of Study for Primary Writing: A Yearlong Curriculum

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MMSD Primary Literacy Notebook 216 Writing Workshop

Structure of a Writing Workshop

1. Minilesson (approximately 10 minutes)

Mini lessons may include modeled, shared or interactive writing and are based on observation and assessment. They include:

• Workshop procedures • Writing process • Studying authors as mentors

Examples: Writing genres Reasons for writing Where writers get ideas Reading like writers Crafts and traits of writing

2. Independent Writing/ Writing Conferences (approximately 30-45 minutes)

• Students are engaged at different points in the writing process • Teacher confers with individuals or small groups

3. Sharing (approximately 5 minutes)

• Shared information often relates to the minilesson focus. • Teacher asks, “What did you learn about yourself as a writer?” • Students may share published work.

MMSD Primary Literacy Notebook 217 Writing Workshop

Writing Workshop

INDEPENDENT WRITING*

Writing Process Writing Conferences

Approximately 30-45 Minutes

SHARING

Approximately 5-10 Minutes

FOCUS

Workshop Procedures Writing Process

Writing Conventions Reasons for Writing

Where Writers Get Ideas Reading Like Writers

Writing Crafts Writing Traits Writing Genres

* Balanced Literacy Writing Components

MINI LESSON

STUDYING AUTHORS AS MENTORS

or MODELED WRITING*

or SHARED WRITING*

or INTERACTIVE WRITING*

Approximately 10 Minutes


Minilessons

The writing workshop begins with the teacher and students gathering together for a minilesson. The minilesson lasts approximately 5-15 minutes. During the minilesson the teacher explicitly teaches strategies that students will use over and over again in their writing. The teacher selects a strategy based on observation and ongoing assessment of students’ writing. Minilessons include teaching workshop procedures (where to get supplies, how to get help from peers, etc.), the writing process, genres and writers’ crafts and traits.

Effective minilessons are: Minilessons are not: • Short: 1 to 15 minutes • Long: 30+ minutes • Focused with a teaching point

demonstrated and/or articulated • Focused on establishing a specified

writing task for children • An opportunity to model and think aloud • An opportunity to assign seat work • Designed to create a repertoire of writing

possibilities • Designed to focus on a final product

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Minilesson Structure

1. Connection/Purpose The teacher tells the students the focus and purpose for the lesson.

• “I’ve noticed ____ about your writing and so today…” • “Today let’s look at several of our favorite books to see how these authors

____________.” • “Let’s read this text again as writers to figure out how this author

__________ because we might want to use this craft in our own writing.”

2. Teaching The teacher selects a teaching method:

• Modeling • Sharing an example from:

Familiar texts Teacher’s writing Student’s writing

• Inquiry • Guided practice • Role Playing

3. Active Engagement/Application The teacher involves the children in applying their new learning through:

• Envisioning • Looking at their own writing and finding a place where what was taught

could be used • Sharing with a partner “eye-to-eye, knee-to-knee” • Practicing the strategy or craft through a quick write

4. Linking to Independent Writing The teacher connects the teaching point to students’ independent work.

• Explicitly and briefly restating the teaching point • Inviting the students to use what they were taught, but not expecting that

all students will immediately apply it to their own writing

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Independent Writing/Conferences

Following the minilesson the children are sent off to start working. Students are engaged in different points of the writing process. For example, some are using their plans for writing, others are revising, while still others are publishing. It is at this time that the teacher confers with individuals or small groups. Individual conferences are short, approximately 1 to 7 minutes. Before responding to a student’s writing during a conference, some things to think about include:

• Responding to the writer’s message • Teaching the writer not the writing • Teaching writers within their ZPD • Having a conversation in which the students tell what they need and assisting them

in meeting those needs

In The Conferring Handbook, Lucy Calkins states:

“Of all the many things that I could teach this child, what is the one thing that is apt to make the biggest difference, not only on this piece, but for this writer and for all of his or her pieces from this day forward? There is no one answer to this question. A teacher always has lots of options - the more skilled the teacher is, the more possible directions she can imagine for a conference. These decisions are influenced by the child’s intentions and the curriculum.”

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Possible Structure of a Writer’s Conference

Possible Structure of a Writing Conference Adapted from Lucy Calkins, The Conferring Handbook

• Research Observe and interview to understand what the child is trying to do as a writer. Probe to glean more about the child’s intentions.

• Validate Name what the child has already done as a writer and remind the child to do this in future writing.

• Decide Weigh whether you want to accept or alter the child’s current plans and processes. Decide what you will teach and how you will teach it.

• Teach Help the child get started doing what you hope he or she will do. Intervene to lift the level of what the child is doing.

• Guided practice • Demonstration • Explicitly tell and show an example • Inquiry

• Link Name what the child has done as a writer and remind the child to do this often in the future.

• Record Make a record of the conference discussion. Tell the child what you are writing as you restate the lesson in a nutshell.

Sharing

At the end of the writer’s workshop, the teacher gathers all the children together. The children bring their writing with them. The teacher asks, “What have you learned about yourself as a writer?” The children share what they have learned from the minilesson and/or their writing conference and how they applied it to their writing. They may share parts or all of their writing with the group or with each other sitting “eye-to-eye, knee-to-knee”. Ralph Fletcher refers to the minilesson and the sharing time of the writer’s workshop as bookends. What is taught in the minilesson, and practiced by some children during independent writing, is once again reinforced at the end of the writer’s workshop.

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Writing Workshop Suggested Procedures

1. Assess your students’ writing.

2. Select texts for a specific purpose based on assessment and curriculum goals for example:

• Where writers get ideas. • How writers begin their writing - possible leads (questions, dialogue, description,

sound words, etc.) • How writers structure or organize their texts. • Others: endings, word choice, punctuation, etc.

3. Read the text(s) as a reader. • The texts may be read outside of the writing workshop, prior to the lesson. • Teacher reads the texts aloud and thinks aloud with an emphasis on reading for

meaning.

4. Read text(s) as a writer. • Teacher explicitly teaches using texts as examples. • Teacher reads a text or parts of several texts aloud

again: Teaching students to notice how things are written. Showing them how to take what they notice and

envision it as a possibility for their own writing. Creating an anchor chart together to clarify and

hold new learning.

5. Think aloud and/or model using the new learning.

6. Envision using the new learning with the children’s ideas.

7. Have the children sit eye-to-eye, knee-to-knee to talk about their writing.

8. Have the children write for extended periods of time.

9. Confer and assist students in using what they have learned in their writing when it would support their intentions.

10. Have children share what they have learned as writers to reinforce new learning.

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Writing Workshop Key Points to Remember

The writing workshop is an ongoing structure.

The writing workshop takes place 4-5 times a week.

Minilessons have a focused teaching point based on on-going observation and assessment.

Children will be at different points in the process.

Teachers confer with children throughout the process.

Teacher makes one or two teaching points during a writing conference.

Anchor charts are created by the teacher and students to clarify and hold

new learning.

Children have opportunities to talk to each other about their writing.

Children see themselves as writers.

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________________________________________________________________________________

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_______________ __ _____________ ____ _____________ ____ _____________ ____ _______________ __

228

229

Name______________________ Date_______________

T: A: P:

Title:

_________________ _________________ _________________ _________________

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Name______________________ Date_______________

T: A: P:

Title:

_________________ _________________ _________________ _________________

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Name______________________ Date_______________

T: A: P:

Title:

Beginning:

Ending:

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Minilessons

Connection/Purpose Tell students the focus and purpose of the minilesson

• “I’ve noticed ____ about your writing and so today…”

• Today let’s look at several of our favorite books to see how these authors________”

• “Let’s read this text again as writers to figure out how this author ______ so that we can use this craft in our own writing.”

Teaching • Modeling • Sharing an example from:

Familiar texts Teacher writing Student writing

• Inquiry • Guided Practice • Role Play

Active Engagement/Application • Envisioning • Looking at own writing and finding a

place where what was taught could be used

• Sharing with a partner • Practicing the strategy or craft through

a quick write

Linking to Independent Writing • Explicitly and briefly restate the

teaching point • Invite the children to use what they

were taught in their own writing • Don’t expect that every child will

immediately apply what they were taught

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Student Writing Conference

Name____________________ Date_____________________

PW - Prewriting Pl - Planning W - Writing R - Revising E - Editing P - Publishing







• Research• Validate • Decide • Teach • Link • Record

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CONFERENCE NOTES WEEK OF ________

NAME DATE NOTES

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Reflecting on Students’ Writing

Name Notes

Focus: Group:

Focus: Group:

Focus: Group:

Focus: Group:

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Writing Project Record Name________________________

Date Title What I Learned About Being A Writer

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“So in order to gather a repertoire of craft possibilities that will help a writer write well, that writer first has to learn how to read differently, how to read with a sense of possibility, a sense of “What do I see here that might work for me in my writing? This is what reading like a writer means – to read with a sense of possibility.” Wood Ray, Wondrous Words

Writing Traits and

Crafts

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MMSD Primary Literacy Notebook Writing Traits and Crafts

The 6+1 Trait® Model Writing Assessment

The 6+1 Trait® analytic model for writing assessment outlines the elements of good writing. All traits need to be explicitly taught to students throughout the writing workshop. A sequence for organizing a study of traits and crafts is located in this section.

Ideas Ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme.

Organization Organization is the internal structure of a piece of writing, the thread of central meaning, the logical and sometimes intriguing pattern of the ideas.

Voice Voice is the heart and soul, the magic, the wit, along with the feeling and conviction of the individual writer coming out through the words.

Word Choice Word choice is the use of rich, colorful, precise language that moves and enlightens the reader.

Sentence Fluency Sentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear – not just to the eye.

Conventions Conventions are the mechanical correctness of the piece – spelling, grammar, paragraphing, use of capitals and punctuation.

Presentation Presentation combines both visual and verbal elements. It is the way we “exhibit” our message.

Assessment and Accountability Program Northwest Regional Educational Laboratory

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Writer’s Craft

In Wondrous Words, Katie Wood Ray states:

“A writer’s craft is a particular way of doing something; it’s a knowledge a writer has about how to do something.” “Crafted places in texts are those places where writers do particular things with words that go beyond just choosing the ones they need to get the meaning across. The “special skill or art” to write is knowing more and more of these special things to do with words. This is what helps writers write well when they have an audience in mind, it helps them garner attention for what they have to say, and it helps them find that place beyond meaning where words sing with beauty.”

Katie Wood Ray advocates teaching children to “read like writers” by studying the work of other writers, particularly authors of children’s literature. If students have the opportunity to not only listen to good literature through read alouds, but to hear it again listening from a writer’s perspective, they begin to develop a better understanding of what makes a good piece of writing and how to incorporate various techniques into their own writing.

Katie Wood Ray elaborates on two primary ways in which teachers use texts to teach students about writing: “They (authors) offer possibilities for ways to structure texts (the trait of organization) and they offer possibilities for ways with words (the trait of word choice).” (Wondrous Words)

Prior to reading as a writer, the teacher selects a text to read aloud; reading it “as a reader” for enjoyment and understanding, emphasizing specific comprehension strategies. Later the teacher reads the same text aloud “as a writer” and thinks aloud engaging the class in inquiry:

• Inquiry about organization might sound like this: “How did this author organize his/her ideas so well?” “Why did the author organize his/her ideas in this way?” “If we can figure this out, we might choose to do the same in our own writing.”

• Inquiry about word choice might sound like this: “Let’s look at the kind of words this author used to try to figure out why the author chose those words or used them in a special way.” “If we can figure this out, we might choose to do the same in our own writing.” Anchor charts are created by the teacher and the students to clarify and hold new learning.

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Crafts of Text Structure (Two Examples)

Seesaw Text Structure

The seesaw pattern shows two sides of a situation or compares two opposing items or concepts. The pattern goes back and forth, in the same way that a seesaw goes up and down. It may appear, not only as comparisons, but as questions and answers, statements and generalizations, commands and responses, etc. The structure may be used as a portion of a text, in a paragraph or in the whole text.

Example from When I was Little by Jamie Lee Curtis When I was little, I didn’t understand time-outs. Now I do, but I don’t like them When I was little, I made up words like, “scoopeeloo.” Now I make up songs.

Some texts with the seesaw structure: Two Mrs. Gibsons by Toyomi Igus When I Was Little by Jamie Lee Curtis A Place to Sleep by Holly Meade Blizzard by Carole Gerber Loki and Alex by Charles R. Smith, Jr.

Framing-Question Text Structure

In this text structure, a central question posed at the beginning draws the reader into the piece. Then the rest of the text is written as a response or a sequence of responses to the question. Sometimes, instead of a central question, there might be a series of questions and answers which disclose more details. At times, the responses include the repetition of key words from the framing question. The structure may be used as a portion of a text, in a paragraph or in the whole text.

Example from Cat’s Colors by Jane Cabrera Is it green? Green is the grass where I like to walk. Is it pink? Pink are the petals of my favorite flowers.

Some texts with the framing-question structure: Cat’s Colors by Jane Cabrera Mama, Do You Love Me? by Barbara Joosse The Other Way to Listen by Byrd Baylor What’s Up, What’s Down? by Lola Schaefer Who is It? by Sally Grindley

Created by Theresa Hinton’s class through interactive writing.

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Other text structure crafts from Wondrous Words include: • Circular texts, page 145 • Conversation texts, page 147 • Texts where time is constant but settings change, page 148 • Alphabet texts, page 150 • Journal or diary texts, page 152 • Texts fashioned as a series of short memoirs, page 153 • Letter texts, page 153 • Narratives sequenced by a series of objects, people or animals, page 155 • Handbook or guide texts, page 157

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Ways-With-Words Crafts (Two Examples)

Repeating Sound Words

Adding sound words is a simple technique that authors use to bring life to their writing. Using sound words ties the sentences together in a rhythmic way, adding meaning and interest to the text.

Examples from Welcome to the Green House by Jane Yolen with the a-hoo, a-hoo, a-hoo of the howler troop with a pick-buzz-hum-buzz of a thousand thousand bees

Some texts with sound words: Welcome to the Green House by Jane Yolen Muncha, Muncha, Muncha by Candace Flemming Night in the Country by Cynthia Rylant Secret Place by Eve Bunting

Repeating Lines

Repeating a sentence or phrase and bringing it back again and again creates a pattern that pulls the writing together making the piece more meaningful, cohesive and powerful. At times the author may choose to change the pattern at the very end to create a purposeful effect.

Example from Somewhere in the World Right Now by Stacy Shuett Somewhere in the world right now, it’s deepest night… Somewhere in the world right now, fishing boats return with their catch

Some texts with repeating lines: Grandpa Never Lies, Ralph Fletcher When I Am Old With You, Angela Johnson Somewhere in the World Right Now, Stacy Shuett On the Day You Were Born, Debra Frasier Wemberly Worries, Kevin Henkes Everywhere Babies, Susan Meyer

Other ways-with-words crafts from Wondrous Words include: • Close-echo, page 164 • Striking verbs, page 167 • Make-your-own-words, page 170 • Items in a series, page 179 • Text shaped to match meanings, page 183

Created by Theresa Hinton’s class through interactive writing.

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How to Organize a Study of Writing Traits and Crafts

Note: A study extends over a period of time. 1. Assess students’ writing. 2. Selects a text with a specific trait or craft. 3. Read text as a reader:

• Teacher reads aloud and thinks aloud with an emphasis on reading for meaning. • Text is made available to students. • Students may interact with the text through choral reading or a gathering of voices

(Wood Ray, Wondrous Words). 4. Read text as a writer:

• Teacher rereads text aloud. • Teacher engages students in an inquiry of the writer’s

trait or craft. • Teacher and students identify and name the craft. • Teachers and students discuss why the author used the

trait or craft. • Teachers and students create an anchor chart together to

clarify and hold new learning. 5. Model using the trait or craft. 6. Envision using the trait or craft with ideas from the children’s writing. 7. Have the children sit “eye-to-eye, knee-to-knee” to talk about their ideas. 8. Have the children write for extended periods of time. 9. Assist students in using the traits or crafts in their writing when it supports students’ intentions. 10. Have children share what they have learned as writers and teacher reinforces new learning.

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Checklist for Writing Traits and Crafts

Teacher establishes a writing workshop (minilessons, independent writing/ conferences, sharing).

Students have time to write everyday.

Teacher emphasizes having authentic reasons for writing.

Teacher teaches new concepts and skills through the writing components

(modeled, shared, interactive and independent writing).

Teacher focuses on one or two teaching points during a mini-lesson that are appropriate for the class or a small group of students.

Students have control and ownership of their writing. Donald Graves suggests

80% of the time the topic should be controlled by the child; 20% of time controlled by the teacher.

Teacher reads and rereads good writing to expose students to the different traits

and crafts used by published authors.

Teacher scaffolds students’ application of different traits and crafts to their writing.

Teacher scaffolds students’ learning through writing conferences (research,

validate, decide, teach, link, record). Focus is on one or two teaching points.

Teacher and students create class posters/anchor charts that list what students know about writing traits or crafts.

Students have opportunities to share what they know, reinforcing their thinking

on the traits or crafts.

Teacher and students celebrate writing!

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Organization and Management of the Literacy Block

“Our teaching experiences and interactions with numerous teachers have helped us to see that, regardless of grade level, ...independence does not happen by chance or magic but instead through explicit teaching. Regardless of grade level, children have to be taught how to work independently and what to do when they run into difficulties.” Opitz and Ford, Reaching Readers

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MMSD Primary Literacy Notebook Organization and Management

Promoting Independence in the Literacy Block

Basic Requirements Teachers often ask, “How can I do a literacy block? My students are not independent enough to work on their own while I work with individuals or small groups.” For a literacy block to run smoothly, the basic requirements include:

• children engaging in meaningful activities at their independent level • children problem solving independently • children working without disturbing the teacher or each other

These requirements can be met in a number of ways. There is no “right” way to organize or manage the literacy block. No two literacy blocks are exactly alike. Every teacher needs to find what best meets the needs and personalities of the students and the teacher. However, it is imperative that students engage in meaningful reading and writing activities.

“…results of research studies designed to look at the factors that contribute to maximum reading growth among students have revealed that the best primary teachers achieve a 90/90 level of engagement in their classrooms - 90 percent of the students focus on literacy tasks 90 percent of the time.” Opitz and Ford, Reaching Readers: Flexible & Innovative Strategies for Guided Reading

During the literacy block students need to engage in activities that will develop their literacy knowledge. There is a difference between activities that create excitement for literacy and those that actually engage children in reading and writing. Cutting, pasting and coloring activities may generate excitement for reading and writing but do little to develop children’s reading and writing skills. Additionally, fill in the blank and other worksheet activities may keep children busy, but they do little to further literacy learning. Children must engage in real reading and writing tasks if they are to further their literacy development. In addition, these tasks must be at their independent level. Children must be able to complete tasks on their own if they are to remain productive and engaged in their work without disrupting the teacher or other students.

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Guidelines for Independent Activities The organization and management of independent activities in the literacy block is of prime importance. Some teachers use literacy centers for independent work. Others use a planning sheet identifying routine tasks students complete daily. Some teachers use a combination of routine daily tasks and center activities. Whatever the choice, the following guidelines are important:

• Activities provide on-going opportunities for children to participate in authentic reading and writing experiences.

• Activities are accessible to all students. Tasks are open-ended and available to a range of learners, allowing all children to participate.

• Tasks are at students’ independent levels. A frequent cause of disruption during the literacy block is independent work that is too difficult for students to accomplish. Just as adults get frustrated when something is too difficult, so do children. If an activity is so complex students interrupt the teacher during group instruction, it may be more of a deterrent to learning than a benefit to children.

• Activities need to be manageable and require little teacher time to plan and maintain. Valuable teacher time is designated for planning the next step in meeting children’s literacy needs, rather than frequently changing independent activities.

• Once the procedures and routines for activities have been established, they should be easily carried out with only minimal changes made when children are ready to take on more complex tasks.

Teaching for Independence

Establishing student independence is a process that is accomplished one step at a time. Responsibility for independent work is systematically released to students. This takes considerable time at the beginning of the school year, but the payoff is enormous when children are able to work independently the remainder of the year. Independent activities are introduced one or two at a time over a period of several weeks. Children need time to internalize one or two activities before beginning to learn a new task. As activities are introduced, children need to be explicitly taught the following:

• The level of acceptable noise and movement during the literacy block. • The procedural aspects for each activity - how does it look and sound when the

activity is carried out? • The location, use and care of materials

(i.e., putting materials away in their proper location, covering boxes properly, organizing and caring for materials at a work space, etc.)

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• Problem solving strategies: How to locate and use reference materials such as word walls, books and

charts (alphabet, writing process, color words, number, etc.) How to ask a peer for assistance How to locate and use posted directions How to obtain more materials when supplies run out What to do when pencils break, markers dry out, pens run out of ink, etc.

• When teacher assistance will be available • When the teacher may be interrupted

Steps for releasing responsibility to children: Step 1 - Model the Task

The teacher models each activity children will do. The teacher demonstrates the use of each center or the completion of each task through thinking aloud and performing the task while students observe.

The teacher models how to obtain and organize the materials needed, movement from one area to another, necessary conversation (for obtaining materials and working with others) and an appropriate voice level.

The teacher models having difficulty with the activity and how to seek help. Step 2 - Share the Task

The teacher asks the children how to do the task and performs the task as the children talk her through it.

Children perform the task while the teacher observes, gives assistance and looks for areas that need modification or more practice.

Step 3 - Independence

Children work independently. The teacher works with a small group or individual children.

Step 4 - Reflection and Evaluation

The teacher and students reflect on what students learned during the literacy block, what went well and what will need improvement.

Conversation centers on the importance of the literacy block as a time for all children to develop their reading and writing skills.

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It may be necessary to review these steps throughout the year as there may be times when routines do not run smoothly, new children join the class or children become lax in conforming to established routines and behaviors. Adjustments may need to be made. It is important to take the time to review procedures and expectations with students when the literacy block fails to run smoothly.

Independent Activities

Using Centers During the Literacy Block:

1) Determine which centers to use. 2) Determine number of students to use each center. 3) Determine the location for each center. (Keep in mind the number of children that

will use the center at one time, the materials needed for the center and the traffic flow in the room.)

4) Place necessary materials at the center where they are easily accessible to students. 5) Make a center chart or work board for student selection or teacher assignment of

centers.

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Center Examples:

Listening Center: Students listen to stories, read along with a tape or record themselves reading a story.

Read the Room: Students work independently or with a partner and use special pointers and glasses to read the print displayed on classroom walls. This includes charts, word walls, bulletin board displays, signs, labels, text from shared reading lessons and text from modeled, shared and interactive writing. Write the Room: Students work independently or with a partner using clipboards, paper, markers, pencils or pens to write words they find displayed in the classroom. This may take the form of a scavenger hunt to find specific words identified by the teacher (e.g., words that contain the letter “a”, words with five letters, words that mean “said,” contractions, etc.) Readers Theater Center: Children assume character roles and work together to read a play or role play a story. Props, masks, costumes and puppets may be used to enhance their performance. Art Center: Children respond to stories they have heard or read and add illustrations to stories they have written. Children might create puppets for dramatizing a story, paint and label a favorite part of a story, illustrate a story map, etc.

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Pocket Chart Center: Children reconstruct favorite familiar poems, songs and stories using sentence strips and/or word cards. Emergent readers might match sentences strips while fluent readers might put words in order to reconstruct a poem.

Alphabet Center: Children sort magnetic letters or practice making and breaking words. Word work activities children learned in large or small groups are practiced at this center. (e.g., Students make and record names of students in their class, work on word families, add endings to make new words, see how many words they can make from a given word, etc.) Reading Center: Children read a variety of materials. Materials are included for every student’s independent reading level. Students read from individual book boxes or boxes shared by groups of students, class made books, books of poems the children created, nursery rhymes the children know, alphabet books, etc.

256


Literacy Games Center: Children play commercial and teacher created games to enhance skills such as alphabet recognition, rhyming, letter sounds and word identification. Word Work Center: Children work with word wall words or words written on index cards. Words are sorted into categories (e.g., words that start with letter “b” and “d”, words that rhyme with “man” or “day”, words that have two syllable, etc.) and then recorded on paper. Spelling Center: Children use a variety of materials (white boards, chalkboards, magnetic letters, clipboards and paper, magic slates, etc.) to practice their spelling with a partner or individually. Poetry Center: Children reread familiar poems from large charts, books or individual copies. They find specific words in poems using highlighter tape or replace words in poems to create new poems. (e.g., Names might be replaced with classmate’s names and rhyming words might be replaced with different rhyming words.)

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Big Book Center: Children practice reading big books they have learned to read during shared reading experiences. They use teaching tools such as pointers, word frames, highlighter tape and Post-its to replicate the activities modeled during shared reading. Writing Center: Children engage in a variety of writing tasks. Various writing tools, papers, booklets with blank pages, as well as students’ draft books, journals, writers’ notebooks, etc, are placed in this center. Children have opportunities to respond to a story, write a new story, write letters, lists, labels, poems, record observations, etc. at this center.

Computer Center: Students participate in a variety of activities such as literacy games, spelling practice, research, writing and reading stories.

Overhead Projector Center: Students read stories or poems written on transparencies or practice making words with magnetic letters.

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Using a Planning Sheet During the Literacy Block Teachers often use a planning sheet to facilitate independence during the literacy block. A planning sheet might list only three or four routine tasks children complete daily. Other planning sheets are used in conjunction with centers to record the completion of tasks and help facilitate the use of centers. Some planning sheets are a combination of routines tasks and centers. They list the three or four routines tasks children complete daily as well as center choices available after the completion of the daily routine tasks. When using a planning sheet:

Determine which activities children will do during the literacy block. Create a planning sheet listing each activity and use picture icons and/or words

to identify each task. Determine the location of materials students will need to perform the

independent activities (e.g., individual student work baskets, shelving with containers of materials, trays or baskets of materials on each table or a combination of these).

Determine areas where students will work alone, with a partner or in small groups to complete tasks.

Teach students how to use the planning sheet.

Things to do During Reading Time Read around the room with a pointer. Read from your book box. Read a book to a partner. Read a big book. Read a fairytale or folktale Read an ABC book. Read a book at the listening area. Read books our class has written. Read from your journal. Read from your writing folder. Read at the overhead projector. Read an informational book.

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Literacy Center Icons These icons may be used to create student planning sheets. Reading Center Writing Center Big Books Pocket Chart Listening Chart Read Write Center Center the Room the Room

Overhead Projector Reading Games Science Center ABC & Word Center Buddy Reading Computer Reader’s Theater Poetry Center

Mom I like to go to the zoo

F look ing

s

Poetry Box

Little Duck

.

Jack and Jill

Went up the hill.

To fetch a pail of water.

Twinkle Twinkle Little Star

263

Name_____________________

Monday Tuesday Wednesday Thursday Friday

Sentence Strip

Word Work

Book Box

Poetry and Song Book

Center Choices:

Poetry and

Song Book

I am eating .

Reading Pocket Chart

Listening

Twinkle Twinkle little star

Chart Center

Read the Room

Mom I like to go to the zoo

Write the Room ABC and Word Center

264

me_____________________

Monday Tuesday Wednesday Thursday Friday

Reading Work

Word Work

Book Box


Center Choices:

Poetry and

Song Book

It reminds me of….

Reading Pocket Chart

Listening

Reading Games

F

Reader’s Theater Word Center

265

Name Date

A

B C D E

F

G H I J

K

L M N O

P

Q R S T

U

V W X Y

Z

Alphabet Chart

Word Work

Name Date

A

B C D E

F

G H I J

K

L M N O

P

Q R S T

U

V W X Y

Z

Alphabet Chart

Word Work

Reading

Reading

I am eating

.

Cut Up Sentence

Cut Up Sentence

I am eating

.

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Name________

Monday Date_________

Tuesday Date_________

Wednesday Date_________

Thursday Date_________

Friday Date_________

Book Box


Word Work

Reading Work

look

come here


Poetry and

Song Book

267

DAY 1

Do your word work.

Do your sentence strip.

Read your books and poems.

DAY 2

Do your word work.



DAY 3

Do your word work.



DAY 4

Do your word work.



DAY 5

Do your word work.



Name _________

Date___________

My Words:

I am eating .

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

I am eating .

I am eating .

I am eating .

I am eating .

268

MONDAY

Do your word work.



TUESDAY

Do your word work.



WEDNESDAY

Do your word work.



THURSDAY Do your word work.



FRIDAY

Do your word work.



Name _________

Date___________

My Words:

I am eating .

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

I am eating .

I am eating .

I am eating .

I am eating .

269

DAY 1

Do your word work.

Do your reading work.


DAY 2

Do your word work.



DAY 3

Do your word work.



DAY 4

Do your word work.



DAY 5

Do your word work.



Name________

Date__________

My Words:

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can






270

MONDAY

Do your word work.



TUESDAY

Do your word work.



WEDNESDAY

Do your word work.



THURSDAY

Do your word work.



FRIDAY

Do your word work.



Name________

Date__________

My Words:

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can

see

see

the see can

canthe

the can






271

Name _______________________________

272

inging

273

Week at a Glance Date Monday Tuesday Wednesday Thursday Friday

Read Aloud Teaching

Focus:

Shared Reading

Teaching Focus:

Guided Reading Groups

Teaching Focus:

Independent Reading

Modeled Writing

Teaching Focus:

Shared or Interactive Writing Teaching

Focus:

Guided Writing Groups or Individual

Conferences Teaching

Focus:

Independent Writing

Word Work

Independent Options

Elements: Comprehension, Concepts About Print, Fluency, High Frequency Words, Literary Appreciation, Phonemic Awareness, Phonics, Reading Strategies, Vocabulary / Concept Development

274

Mom I like to go to the zoo.

275

Twinkle, Twinkle, Little Star Twinkle, twinkle, little star, How I wonder what you are.

276

To fetch a pail of water.

And Jill came tumbling after.

Jack fell down& broke his crown,

Jack and Jill

Went up the hill,

277

M U

O

sat

run down

cat

mat

dog

hat S P AF

J R

K D

L

278

Our frog can hop and jump. He is green. He is little.

279

280

Twinkle, Twinkle, Little Star Twinkle, twinkle, little star, How I wonder what you are. Up above the World so high, Like a diamond in the sky.

281

MMSD Primary Literacy Notebook Professional References

Professional References Allington, R. (2001). What Really Matters for Struggling Readers. Portsmouth, NH: Heinemann. Anderson, C. (2000). How's It Going? A Practical Guide to Conferring with Student Writers. Portsmouth, NH: Heinemann. Assessment and Accountability Program. Northwest Regional Education Laboratory. http://www.nwrel.org/assessment/ Au, K., Carroll, J. & Scheu, J. (1997). Balanced Literacy Instruction: A Teacher’s Resource Book. Norwood, MA: Christopher-Gordon Publishers, Inc. Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Merrill Prentice Hall. Beaver, J. (2001). Developmental Reading Assessment: K–3 Teacher Resource Guide. Parsippany, NJ: Celebration Press. Beeler, T. (1993). Theme series: Marlene & Robert McCracken. I Can Read! I Can Write! Creating a Print-Rich Environment. Cypress, CA: Creative Teaching Press, Inc. Calkins, L. (1994). The Art of Teaching Writing. Portsmouth, NH: Heinemann. Calkins, L. (2003). Units of Study for Primary Writing: A Yearlong Curriculum. Portsmouth, NH: Heinemann. Calkins, L. & Hartman, A. (2003). Authors as Mentors. Portsmouth, NH: Heinemann. Calkins, L. & Harwayne, S. (1991). Living Between the Lines. Portsmouth, NH: Heinemann. Carr, J. (1999). A Child Went Forth. Portsmouth, NH: Heinemann. Clay, M. (1991). Becoming Literate: The Construction of Inner Control. Portsmouth, NH: Heinemann. Clay, M. (1975). What Did I Write? Portsmouth, NH: Heinemann. Culham, R. & Spandel, V. (1996). Picture Books: An Annotated Bibliography for Teaching Writing. Portland, OR: Northwest Regional Educational Laboratory. Cunningham, P. & Allington, R. (1994). Classrooms that Work: They Can All Read and Write. New York: Harper Collins. Dixon-Krauss, L. (1996). Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment. White Plains, NY: Longman Publishers USA.

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Dorn, L. & Soffos, C. (2001) Scaffolding Young Writers: A Writers’ Workshop Approach. Portland, ME: Stenhouse Publishers. Dorn, L., French, C. & Jones, T. (1998). Apprenticeship to Literacy: Transitions Across Reading and Writing. Portland, ME: Stenhouse Publishers. Education Department of Western Australia. (1994). First Steps: Writing Developmental Continuum. Portsmouth, NH: Heinemann. Education Department of Western Australia. (1994). First Steps: Writing Resource Book. Portsmouth, NH: Heinemann. Fiderer, A. (1991). Teaching Writing: A Workshop Approach. New York: Scholastic. Fisher, B. (1995). Thinking and Learning Together. Portsmouth, NH: Heinemann. Fisher, B. & Fisher, E. (2000). Perspectives on Shared Reading. Portsmouth, NH: Heinemann. Fletcher, R. (2000). How Writers Work. New York: Harper Trophy. Fletcher, R. (1993). What a Writer Needs. Portsmouth, NH: Heinemann Fletcher, R. (1996). A Writer’s Notebook: Unlocking the Writer Within You. New York: Avon Books. Fletcher, R.& Portalupi, J. (1998). Craft Lessons, Teaching Writing K-8. Portland, ME: Stenhouse Publishers. Fletcher, R. & Portalupi, J. (2001). Nonfiction Craft Lessons, Teaching Information Writing K-8. Portland, ME: Stenhouse Publishers. Fletcher, R. & Portalupi, J. (2001). Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann. Flynn, N. & McPhillips, S. (2000). A Note Slipped Under the Door: Teaching From Poems We Love. York, ME: Stenhouse. Fountas, I. C. & Pinnell, G. S. (2001). Guiding Readers and Writers Grades 3-6, Teaching Comprehension, Genre and Content Literacy. Portsmouth, NH: Heinemann. Fountas, I. C. & Pinnell G. S. (1996). Guided Reading, Good First Teaching for All Children. Portsmouth, NH: Heinemann. Fountas, I. C. & Pinnell, G. S. (1999). Matching Books to Readers: K-2. Portsmouth, NE: Heinemann. Fountas, I. C. & Pinnell, G.S. (1999). Voices on Word Matters. Portsmouth, NE: Heinemann Publishers.

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Graves, D. (1983). Writing: Teachers and Children at Work. New Hampshire: Heinemann. Harris, T. & Richard, R. editors. (1995). The Literacy Dictionary. Newark, DE: International Reading Association. Harvey, S. & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse. Harwayne, S. (2001). Writing Through Childhood. Portsmouth, NH: Heinemann. Hoyt, L. (1997). Revisit, Reflect, Retell. Portsmouth, NH: Heinemann. Jordano, K. & Callella-Jones, T. (1998). Phonemic awareness series. Cypress, CA: Creative Teaching Press, Inc. Keene, E. & Zimmerman, S. (1997). Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Portsmouth, NH: Heinemann. Kovacs, D. & Preller, J. (1991). Meet the Authors and Illustrators. New York: Scholastic. Lynch, J. (1998). Using Interactive Writing to Strengthen Your Students' Phonemic Awareness and Phonics Skills, K-1 (2 video set). Bellevue, WA: Bureau of Education & Research. McCarrier, A., Pinnell G.S., & Fountas, I.C. (2000). Interactive Writing. Portsmouth, NH: Heinemann Publishers. McKenzie, M. (1985). Shared writing. Language matters. London: Inner London Educational Authority. McLaughlin, M. & Allen, M. (2002). Guided Comprehension: A Teaching Model for Grades 3-8. Newark, DE: International Reading Association. Miller, D. (2002). Reading With Meaning: Teaching Comprehension in the Primary Grades. Portland, ME: Stenhouse. Moline, S. (1995). I See What You Mean, Children at Work with Visual Information. Portland, ME: Stenhouse Publishers. Mooney, M. (1995). Developing Life-long Readers. Katonah, NY: Richard C. Owen Publishers, Inc. New Zealand Ministry of Education. (1995). Dancing With the Pen: The Learner as a Writer. Wellington, New Zealand: Learning Media. Distributor: Richard C. Owen. New Zealand Ministry of Education. (1996). Reading for Life: The Learner as Reader. Wellington, New Zealand: Learning Media. Distributor: Richard C. Owen.

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MMSD Primary Literacy Notebook 286 Professional References

Parry, J. & D. Hornsby. (1985). Write-on: A Conference Approach to Writing. Portsmouth, NH: Heinemann. Peterson, B. (1991). "Selecting Books for Beginning Readers", in Deford, D. E., Lyons, C. A., Pinnell, G. S. (Eds.) Bridges to Literacy. Portsmouth, NH: Heinemann. Pinnell, G. S. & Fountas, I. C. (1998) Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann. Pinnell, G. S. & Scharer, P.L. (2003). Teaching for Comprehension in Reading. New York: Scholastic. Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford. Routman, R. (1995). Invitations: Changing as Teachers and Learners. Portsmouth, NH: Heinemann. Schlosser, K. & Phillips, V. (1992). Building Literacy With Interactive Charts. New York: Scholastic. Schulman, M. & Payne, C. (2000). Guided Reading: Making It Work. New York: Scholastic. Smith, J. & Warwick, E. (1997). How Children Learn to Read. Katonah, NY: Richard C. Owen Publishers, Inc. Smith, J. & Warwick, E. (1997). How Children Learn to Write. Katonah, NY: Richard C. Owen Publishers, Inc. Wood Ray, K. (2001). The Writing Workshop: Working Through the Hard Parts (And They're All Hard Parts). Urbana, IL: National Council of Teachers of English. Wood Ray, K. (1999). Wondrous Words, Writers and Writing in the Elementary Classroom. Urbana, IL: National Council of Teachers of English. Wood Ray, K. & Cleveland, L. (2004). About the Authors. Portsmouth, NH: Heinemann.

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Primary Literacy Notebook - Language Arts/Reading Primary Literacy Notebook Primary ... Literary Appreciation ... Fluency aids in the construction of meaning and the enjoyment of reading