1. Maine Reading First Course
Session #5
Instructional Frameworks for Comprehensive Literacy Programs
Maine Department of Education 2005
Maine Department of Education 2005

2. Maine Department of Education 2005
Key Learning Goals Session 5 Instructional Frameworks for Comprehensive Literacy Programs
Learn frameworks for modeling literacy behaviors and for scaffolding children as they learn to read and write.
Begin to learn how to match components of literacy frameworks to students’ demonstrated needs.
Maine Department of Education 2005

3. Maine Department of Education 2005
Can you read this????
Try to read the story that has been provided to you.
What would help you to read this story?
Provide participants with the sentence code, Meg & Dot story, or Spanish/French version of The Sky is Falling from Reading A-Z or another simple folktale or story to conduct this activity.
Maine Department of Education 2005
Maine Department of Education 2005

4. Balanced Literacy Framework Components
Level of Teacher Support
Reading
Writing
High
Read Aloud
Write Aloud
Medium
Shared Reading
Shared and Interactive Writing
Guided Reading
Guided Writing/Writing Workshop
Low
Independent Reading
Independent Writing
You may want to insert a slide or two related to scaffolding and the gradual release of responsibility from the power point for Session #2 into this power point to review how the framework is based in these principles.
Maine Department of Education 2005
Maine Department of Education 2005

5. Maine Department of Education 2005
Read Aloud
Teacher provides full support
Usually a whole/large group activity
Provides a fluent reading model while promoting listening skills and increasing vocabulary, sense of story, & language syntax
Builds readers’ enjoyment of story and sense of community
Maine Department of Education 2005

6. Maine Department of Education 2005
Shared Reading
Teacher provides high levels of support
Can occur in large or small group settings with big books, charts, individual copies of texts, etc.
Teaches use of strategies and skills in context
Provides opportunities for children to participate and act like readers
Maine Department of Education 2005

7. Maine Department of Education 2005
Guided Reading
Teacher provides some support
Occurs in small, homogeneous groups in which each child has a copy of the text
Teaching points can be made before, during, and after reading based on student needs and text challenges
Provides opportunity for students to apply reading strategies and problem solve to create meaning from unseen texts
Maine Department of Education 2005

8. Maine Department of Education 2005
Independent Reading
Little or no teacher support is needed
Students read independently or in partners
Opportunities are provided for self-selection of text and independent application of reading strategies
Fluency and confidence are promoted through rereading and sustained reading
Maine Department of Education 2005

9. Language Experience or Shared Writing
Teacher provides full support
Teacher and children work together to compose messages and stories while the teacher acts as the scribe so all children can see the print
Models concepts of print and construction of text
Brings student attention to letters and words
Models enjoyment and purpose in writing
Can occur in large and small group settings and even with individuals
Maine Department of Education 2005

10. Maine Department of Education 2005
Interactive Writing
Teacher provides high levels of support
Teacher and children compose together with a “shared pen.”
Students gain practice in hearing and writing the sounds in words and the building up and breaking down process
Provides opportunities for the creation of reading resources for the classroom
Can occur in large and small group settings and even with individuals
Maine Department of Education 2005

11. Guided Writing or Writing Workshop
Teacher provides some support
Teacher guides the process by providing instruction through mini-lessons, workshops, and individual conferences
Provides demonstration and explanation of the wiring process: drafting, revising, editing, conferences, publishing
Students become aware of their audience, purpose, spelling, punctuation and grammar skills
Children engage in writing a variety of texts
Maine Department of Education 2005

12. Maine Department of Education 2005
Independent Writing
Little or no teacher support
Children write individually or with others to produce a variety of writing
Teacher may be observing and interacting or involved in small group instruction
Opportunities are provided for a wide range of writing functions, genres and the application of strategies
Students write for real purposes, allowing for opportunities of self-evaluation
Maine Department of Education 2005

13. Matching Texts, Readers, & Approaches Activity
Explain this activity and have participants work individually or in partners to complete it. Provide participants with a text and a developmental reading level, and ask them to think about which approach they would use for having students access the text and explain why. For instance, given a transitional level text and an emergent reader, would read aloud, shared reading, guided reading, or independent reading be the best approach?
Maine Department of Education 2005
Maine Department of Education 2005

14. Maine Department of Education 2005
3—2—1
3—things worth remembering
2—things to learn more about
1—burning question
Maine Department of Education 2005