Literacy and Student Engagement Renato J. Reina San Juan Elementary CUSD

Balanced Literacy  Read Aloud  Shared Reading  Guided Reading  Independent Reading  Working with Words  Writing

Read Aloud  Demonstrate good reading practices  Read with fluency and expression  Choose a variety of literature both narrative and expository text  Chapter books and picture big books  Discussion takes place before and after story (frontloading, predictions, reaction)

Shared Reading  Whole class explicit instruction while you read  Discussion before, after, and DURING  Teacher Think aloud--“This reminds me of…”  Student participation  Prediction--“I predict that…”  Text to text, Text to self, Text to world  Use a variety of literature (i.e. narrative, expository text)  Focus on print concepts, fluency, vocabulary, meaning

Guided Reading  Groupings  homogeneous, heterogeneous, flexible  Literacy Centers  “Must do” and “Can do”  Fluency Practice  Reading packets  Decodable books  Chapter books

Guided Reading (continued)  Comprehension Strategies  Making connections  Predicting  Questioning  Monitoring  Summarizing  Visualizing

Independent Reading  Support in classroom during guided reading  “Just right” books--Five finger rule  Teacher models strategy during Shared Reading  Fluency test--How many words per minute?  Support at home  Record reading with log

Working with Words  Phonemic Awareness  Phonics  Spelling  High Frequency Words  Vocabulary  From current story  Cognitive Content Dictionary

Writing - Part I  Direct and explicit instruction  Standards based instructional focus  Create relationship between reading and writing  Use rubrics (district) and anchor papers

Writing - Part II  Methods to reach independent writing -Write aloud (teacher thinks aloud) -Shared writing (students and teacher write together) -Guided writing (teacher prompts as students write) -Collaborative writing (students write with a partner/group) -Independent writing  Writer’s Workshop

Writing III  Writing Process -1. Prewriting - Think about what you want to write. -2. Writing -Write your first draft and put all your ideas into paragraph form. -3. Edit - After writing your rough draft it is time to edit. Give it to a friend, teacher or a parent and let them read it. They need to check for spelling, punctuation, grammar, and capitals. -4. Proofreading - Read over your writing and make sure that there are no missed mistakes. -5. Publishing - Write your final copy. Take your rough draft and copy it on a computer or paper.

Writing - Part IV  Six traits + 1, using color coding strategies -Stimulating ideas (topic sentence=green) -Organization (transitions/sequencing=yellow) -Voice/Style -Word Choice (details=red) -Sentence Fluency -Conventions (editing) -Presentation (paragraphs)

Multiple Intelligences -Creating a learning profile for each student. (Packet)

Depth and Complexity Depth refers to studying something from the concrete to the abstract, from the familiar to the unfamiliar, and from the known to the unknown. Complexity involves making relationships between and among ideas, connecting other concepts, and bridging other disciplines.

Models of Instruction  Direct Instruction 1. Knowledge objectives are clearly and explicitly stated for every exercise for both teacher and students. (i.e. Standards and objectives posted; referred back to throughout lesson) 2. There is continuous and intensive interaction and communication between teacher and students. (i.e. T-S, S- T, T-G, G-T, S-S, etc.) 3. Instructional communication is predetermined. (i.e. Classroom management; clear verbal/visual procedures)

Models of Instruction  Direct Instruction (Continued) 4. During the structured/scripted dialogue, teacher wordings and demonstrations are unambiguous (i.e. Teacher know who, what, when, where, why and how of lesson; use of instructional material) 5. Students participate in a sequence of short, quick-paced interactive exercises. (i.e. Purposeful/explicit use of time; structured student interaction; chunked periods of time) 6. Teacher reinforces student learning with explicit procedures. (i.e. Checking for understanding; choral response; TPR)

Models of Instruction  Direct Instruction (Continued) 7. Students receive immediate correctives and feedback from teacher. (i.e. Targeted, immediate, and reinforcing feedback) 8. Throughout the lesson, there is a high level of intensity and high level of orientation. (i.e. Students are aware of what they are learning; work is directly related to content, standards and objectives.)

Models of Instruction Advance Organizer- Make sense of the world by acquiring and organizing data.

Project GLAD -Content Dictionary -Pictorials -Big Books

Handouts  Reciprocal Teaching/Bookmarks  Questioning Techniques  Hoja de corregir/Aplicación de Escritura  Patrones Linguisticos  Planning sheet/CCD  Standards

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