1. Materials and Programs for Literacy Instruction Chapter 6

2. Changes in Approaches UP until mid-1980s, most children were taught through basal readers UP until mid-1980s, most children were taught through basal readers Holistic movement through the use of children’s literature Holistic movement through the use of children’s literature Currently use a balanced approach with skills instruction and reading with literature are integrated Currently use a balanced approach with skills instruction and reading with literature are integrated

3. Basal Approach Series of readers, or anthologies, and supplementary materials that gradually increase in difficulty. Begins with emergent literacy and extends through sixth- grade reading. Series of readers, or anthologies, and supplementary materials that gradually increase in difficulty. Begins with emergent literacy and extends through sixth- grade reading. Today’s basals have specific provision for below- average, average, and above-average achievers. Today’s basals have specific provision for below- average, average, and above-average achievers. Are more language based, offer teaching suggestions, big books, supplementary libraries, read-aloud books, wide array of games and manipulative, audiotapes, computer software, videodiscs, inservice programs, posters, charts, supplementary spelling and language books, end-of- the-unit tests, placement tests, observation guides, portfolio systems, Web sites, and more Are more language based, offer teaching suggestions, big books, supplementary libraries, read-aloud books, wide array of games and manipulative, audiotapes, computer software, videodiscs, inservice programs, posters, charts, supplementary spelling and language books, end-of- the-unit tests, placement tests, observation guides, portfolio systems, Web sites, and more

4. Basal Teacher’s Edition Scope and sequence chart Scope and sequence chart Reduced version of the student’s text Reduced version of the student’s text Lesson plans Lesson plans

5. Student’s Basal Text Anthology of original contemporary and classic stories, poems, news clips, and expository text selections Anthology of original contemporary and classic stories, poems, news clips, and expository text selections Comprehension questions Comprehension questions Glossary of words Glossary of words

6. Anatomy of a Basal Reading Lesson Activating prior knowledge Activating prior knowledge Skill lessons Skill lessons Previewing and predicting Previewing and predicting Setting the purpose for reading Setting the purpose for reading Guiding the reading of the selection Guiding the reading of the selection Confirm predictions Confirm predictions Comprehension discussion questions Comprehension discussion questions Skill instruction and practice Skill instruction and practice Theme projects Theme projects

7. Advantages to Basals Convenient package of materials, techniques, and assessment devices. Convenient package of materials, techniques, and assessment devices. Offer varied reading selections, an abundance of practice material, carefully planned units and lessons, and a wealth of follow-up and enrichment activities. Offer varied reading selections, an abundance of practice material, carefully planned units and lessons, and a wealth of follow-up and enrichment activities. Sequenced from grade to grade, providing continuous reading instruction Sequenced from grade to grade, providing continuous reading instruction

8. Disadvantage to Basals Core of the program is the anthology, workbook, and manual to provide a base of materials for all students to move through. Core of the program is the anthology, workbook, and manual to provide a base of materials for all students to move through. Question of pacing and time spent with a selection. Question of pacing and time spent with a selection. Basal selections are presented to the whole class. Selections may lack sufficient challenge for high achievers and will be too hard for those reading below grade level. Basal selections are presented to the whole class. Selections may lack sufficient challenge for high achievers and will be too hard for those reading below grade level.

9. Phonic-Linguistic Basals Emphasis to reinforce phonic elements or linguistic patterns. Emphasis to reinforce phonic elements or linguistic patterns. Tightly controlled vocabulary and are used primarily for struggling readers. Tightly controlled vocabulary and are used primarily for struggling readers. Selections are contrived so it is difficult to use context clues. Selections are contrived so it is difficult to use context clues. Examples: Reading Mastery and Merrill Linguistic Readers Examples: Reading Mastery and Merrill Linguistic Readers

10. Literature-Based Approach Teaching reading in which literary selections are the major instructional materials. Teaching reading in which literary selections are the major instructional materials. Reading materials can be tailored to student’s interests and needs. Reading materials can be tailored to student’s interests and needs. Models: core literature, text sets, and thematic units. Models: core literature, text sets, and thematic units.

11. Models Core Literature: selected literature to be read as a whole class (e.g., Shiloh or Number the Stars). Core Literature: selected literature to be read as a whole class (e.g., Shiloh or Number the Stars). Text Sets: a series of related books to foster making connections Text Sets: a series of related books to foster making connections Thematic Units: series of books organized around a central idea, topic, or focus. Thematic Units: series of books organized around a central idea, topic, or focus.

12. Individualized Reading Workshop Preparation: state-of-the-art class conference and a minilesson to present a skill/strategy lesson on predicting, inferences, context clues, etc. Preparation: state-of-the-art class conference and a minilesson to present a skill/strategy lesson on predicting, inferences, context clues, etc. Self-Selected Reading and Responding: approx. 30 min. silent reading and meet in literature discussion group, write in journal, work on an extension activity Self-Selected Reading and Responding: approx. 30 min. silent reading and meet in literature discussion group, write in journal, work on an extension activity Conferences: meet with teacher to discuss the book through questioning (see pg. 464) Conferences: meet with teacher to discuss the book through questioning (see pg. 464)

13. Language-Experience Approach Students dictate a story based on an experience they have had. Students dictate a story based on an experience they have had. The teacher writes the dictated story. The teacher writes the dictated story. Through discussion, the teacher can help students organize and reflect on their experiences. Through discussion, the teacher can help students organize and reflect on their experiences.

14. Language-Experience for ELL Accept the child’s language and show that it is valued. Accept the child’s language and show that it is valued. If the teacher edits it, it becomes the teacher’s language, not the child’s. If the teacher edits it, it becomes the teacher’s language, not the child’s. However, if mispronounced, the teacher should spell correctly. However, if mispronounced, the teacher should spell correctly. As children grow in language, they will have opportunities to develop fuller knowledge of verbs, contractions, and pronunciation. As children grow in language, they will have opportunities to develop fuller knowledge of verbs, contractions, and pronunciation.

15. Reading Recovery Designed to reduce reading failure in the 1 st grade for the lowest performing 20% of students Designed to reduce reading failure in the 1 st grade for the lowest performing 20% of students 1:1 intensive reading instruction for 30 min. per day 1:1 intensive reading instruction for 30 min. per day Engage in 5 activities Engage in 5 activities

16. Reading Recovery Activities Reread 2 familiar books Reread 2 familiar books Teacher takes a daily running record of oral reading Teacher takes a daily running record of oral reading Work with letters and words (magnetic letters on a cookie sheet) Work with letters and words (magnetic letters on a cookie sheet) Child dictates a sentence or two and teacher helps to write a story Child dictates a sentence or two and teacher helps to write a story Introduce new story – discuss new vocabulary and sounding out words Introduce new story – discuss new vocabulary and sounding out words

17. Success for All Total school reform grades K-3 Total school reform grades K-3 Goal is to get all students reading at the 3 rd grade Goal is to get all students reading at the 3 rd grade Provides individual tutoring sessions Provides individual tutoring sessions Homogeneous groups for reading Homogeneous groups for reading 90 min. reading block 90 min. reading block

18. Four Blocks 30 min. reading blocks 30 min. reading blocks Basal block Basal block Writing block Writing block Working with words block Working with words block Self-selected reading block Self-selected reading block

19. Early Steps Early intervention program Early intervention program 1:1 intensive daily reading instruction 1:1 intensive daily reading instruction 30 min. per day 30 min. per day Reread familiar books Reread familiar books Word sort activities (word families or rimes) Word sort activities (word families or rimes) Child writes a sentence Child writes a sentence Introduction of a new book Introduction of a new book