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Union County Schools Literacy Framework 5K
2005-06
A Plan for Balanced Literacy and Best Practices for
Our Children
Foundations of Literacy
Oral Language Development
Literacy and Play
Literate Environment
Building Community
Letter Formation and Directionality
Balanced Literacy- Reading
Read Aloud
Shared Reading
Mini-shared Reading
Guided Reading
Independent Reading
Oral Language DevelopmentThe use of poems, rhymes, songs
Retelling stories from memory or from pictures
Acting Out stories and role plays
Making up stories to match pictures
Students learning to ask good questions
Interviews
Asking open-ended questions
Learning to “tell more” about a topic
Literacy and PlayProps available: costumes,puppets, etc.
Acting out books, poems, stories, songs
Related writings available in each center (ex. Blank sheets for menus in the cooking center to “take orders”, making a grocery list, notes for the phone,
Labels in the block center
Newspapers and magazines in the house center.
Design the layout before building in the block center.
Fine & gross motor activities: finger plays, jump rope rhymes, etc.
What is a Literate Environment?
Print-richLabeled roomRestaurant menusWriting suppliesBooks that relate to your centersFlip Books Picture dictionariesEnvironmental print
Magazines
Reading the room
Child carries clipboard to copy words in room
Blank plan book in block center- child designs 1st what he will build.
Marbled book and drawing.
Building Community
Morning
Meeting
Circle Time Rug Time Morning
Message
Class
Sharing
Class
Celebration
Me Boxes Child’s name used
ME boards Baby Picture Act.
Our Pets Teamwork building
Positive remarks
Interviews to Big Book
Write to Grand-parents
Family photos
Directionality and Letter Formation
Brain Research notes the connection between continued problems with directionality and struggling readers.
Teaching Letter Formation:Top downLeft to rightVerbalizing formations – say as you model write –child should verbalize, too.Consistent terminology should be used when teaching each letter formation.Initial teaching and practice should be done on unlined paper.Use of large surfaces helpful (chalkboard, white board, large paper) Use tactile strategies when needed (shaving cream, sand, sand paper, grits, chalkboards)
Read Aloud – teacher directed
Teacher:
Carefully selects books in advance.
Stresses concepts about print (CAP)
Models oral expression and conveys the joy of books.
Child:
Listens attentively for understanding.
May or not be interacting with tchr.
Does not necessarily have access to the print.
More About Read Aloud
Good Materials:Lots of booksBig BooksSongs and Poems on chart paperNonfictionArticles of interest from newspapers and magazines.
Last About Read Aloud….Strive for a minimum of 3 books per day (not including songs, poems, or the guided reading choice).Remember, you don’t always have to read the entire article, book, etc.Remember the purpose for Read Aloud (bldg comprehension, language and vocabulary, good oral expression, and a love of great books!)
Shared Reading –Teacher and students interact as teacher
demonstrates the reading and writing process.Teacher:
1st time, reads entire book to familiarize child with the story.May work with same book(s) for several days.Exposes child at least 8 times to same text.
Child:
Must have access to the text/print.
Mimics his teacher’s demos
Might act out the story
Becomes familiar
Shared Reading Tips
Materials:
Big Books
Poems, Songs, (big print) on chart paper
Individual books, songs, poems, for students
Aver Key and TV
Use familiar text to teach:CAPSReading strategiesKnown wordsElements of writingQuestioningAlphabet in context, and more!
Concepts About Print (CAPS) – important to share w parents
Directionality: Eyes Move Left to Right
Where is Front/back of book?
Who is Author?
Illustrator?
What are Spaces?
Letter vs. word?
Word vs. sentence?
Materials for Highlighting CAPS in Shared ReadingWicky sticks to wrap wordsHighlighting tape (Really Good Stuff & Crystal Springs catalog)
Windows in postcards
Neon (see-thru) book covers for highlighting strips. (Dollar Tree)
Mini-shared Reading- shared reading w small groups who need a skill.
Major points:If teaching a skill, the book should be familiar.Must know who needs whatNumber in group depends on who needs the skill.
Ideas to consider:Workshops- use Big Book or multiple copiesPicture walks importantDon’t forget poems, songs, charts, school pledge, etc.
Guided Reading – flexible, small group instruction based on need, ability or interest.
The Teacher:Knows child’s needs thru conferences.Remembers flexibility – no redbirds!Assistant must know needs as well!Plans most instruction on assessed needs.
The Child:
Moves in/out of groups as needed.
Has access to the text.
Works with familiar texts when working on skills.
Independent ReadingMaterials:
Bagged books based on level and/ or interest
Book baskets on tables
Books in centers that relate to activity
Make and Take books
Reading center organized for easy access.
Ideas to consider:
Model how to select books
CAPS review reg.
Set procedures
Build reading stamina –5-10 min twice daily
Goal for 5K Independent Reading Time:
Help most children build to 20 minutes of SSR by the year’s end.
Modeled Writing
Teacher writes and:
“thinks out loud” to demo good strategies
Models what good writers do
Uses books to demo writer’s craft
Students:
Listening and watching attentively
Mimicking teacher strategies
Interact some, but mostly observe.
When to Model Write?
Circle Time
Calendar Time
Morning Message
Before Journals
Class stories
A LOT IN THE BEGINNING
Make connections to a familiar book to demonstrate writer’s craft.
Shared Writing –Interactive writing
Teacher:
Early on, teacher models.
As determines readiness, turn some of the writing over to students.
Students:
Share the pen.
Come to the overhead, board, chart paper, etc.
Write a letter, space, word, sentence, punctuation, etc.
Shared Writing and Practice Writing should occur with
familiar text.
With NEW LEARNING, teacher goes back to modeled writing.
Guided Writing- small group work similar to guided rdg.
Teachers:Provide small group instruction w like problems.
Assess writings to determine need.
Move the advanced group forward.
Give additional support to struggling writers.
When to provide small group writing time:
Workshops
Journal time
Pull small group during Center Time.
Independent WritingStudents write independently as they:
draw, scribble, drite, write as they develop skills.
write with and/or without teacher directions.
Share their information in Author’s Chair, w teacher, w assistant, w small group.
Change journal stories into books.
WE NEED YOU!
Please help us develop the foundations of our framework. In your small group meetings, add any great resources you have at your school (professional books, your favorite children’s resources, etc ) that address each area. Also, please share any additional ideas that need to be in our plan. This is YOUR framework!