Comprehensive Literacy: Teaching To Independence Amy Pregulman August 2013

5 Components of Literacy Phonemic awareness: language is broken up into separate units of sound that when blended together create words K-A-T Phonemic awareness: language is broken up into separate units of sound that when blended together create words K-A-T Phonics: a set of rules that the English language follows that makes sounds and letters in the alphabet consistent (spelling) Phonics: a set of rules that the English language follows that makes sounds and letters in the alphabet consistent (spelling)

Fluency and Vocabulary Fluency: grouping words in a meaningful way within a sentence to aid in the readers’ overall comprehension of the text. Fluency: grouping words in a meaningful way within a sentence to aid in the readers’ overall comprehension of the text. Vocabulary: Words we need to know in order to communicate with others. Vocabulary is very important in word recognition. Vocabulary: Words we need to know in order to communicate with others. Vocabulary is very important in word recognition.

Comprehension constructing meaning from text based on what the reader already knows and is thinking constructing meaning from text based on what the reader already knows and is thinking Comprehension is the final goal of reading instruction Comprehension is the final goal of reading instruction

“There are, in the end, only two ways human beings learn, by observing others (directly or vicariously) and by trying it out for themselves. Novices learn from experts and from experience. That’s all there is to it. Everything else is in the details.” -Deborah Meier

Gradual Release of Responsibility Teacher Modeled Shared Writing/ Reading Small Groups: Guided Reading/Writ ing Student Independence Pair Share: thinking together

Read AloudTeacher is reading text to students in an expressive voice, modeling reading strategies such as predictive questioning and making connections. Students are actively engaged in listening and comprehending but are not actually reading text. Texts are rich and varied and usually outside of the student’s understanding.

Shared ReadingTeacher and students are reading and reading together. Teacher is modeling concepts of print and providing voice support to students as they read. Students are reading along with the teacher and the group. They are attending to the print. Text is usually predictable and somewhat challenging but one which students will be able to read with repeated readings.

Guided ReadingTeacher is providing scaffolded instruction to enable the students to read the text independently, to comprehend it, and to practice strategies. Students are actively engaged in reading the entire text simultaneously but not chorally; students are using their strategies to problem solve. Text is at instructional level so that students have the opportunity and the need to problem- solve as they read it.

Independent Reading Teacher confers with students, gives support as needed, and provides opportunities for sharing, discussion, and feedback. Students read without assistance. At first grade this is a noisy “silent” reading. Text is student- selected and may be familiar text that was used in Shared or Guided Reading.

Writing Modeled, Demonstrated or Collaborative Writing Teacher writes while “thinking aloud” concepts of print and strategies for writing. Students are engaged in idea formation and text creation: they may also collaborate in writing the text. Text may be generated by teacher and/or students and can be reread during Shared or Independent Reading.

Working Towards Independence Guided/Independe nt Writing Teacher provides varying levels of support as students create their own texts. Students are engaged in writing text, thinking of ideas and capturing them on paper. Topic may be entirely self- generated or supported.

Gradual Release of Responsibility Teacher Modeled Shared Writing/ Reading Small Groups: Guided Reading/Writ ing Student Independence Pair Share: thinking together

Questions?