GUIDED READERS AND WRITERS

Chapter 2Achieving the Literacy

with a Three-Block Framework : Language

& Word Study, Reading, and Writing

ESSENTIAL ELEMENTS OF THE FRAMEWORK THAT REMAIN CONSTANT

1) Language2) Literacy3) Literature4) Content

WHY USE A FRAMEWORK?

A Common Language and Vision

Focus on a common set of practices

Brings coherenceMakes planning with colleagues

easier

WHY USE A FRAMEWORK?

Efficient Allocation of Instructional Time

Structured framework makes management easier

30-60 min. for language and word study

Hour for readingHour for writing

WHY USE A FRAMEWORK?

Routines for Independent Learning

With a predictable structure, learn to be more independent

Making ConnectionsReading can contribute to writing

and word studyContent areas and literature are

integrated

BLOCK 1: LANGUAGE AND WORD STUDY

Shared Language/LiteracyBegins with community meetingBrief – expands language and/or

literacy skillsEx: ask students, in groups of 3,

to talk about a topic for 3 min. Then as class, share key ideas that surfaced

BLOCK 1: LANGUAGE AND WORD STUDY

Interactive edit: brief (5 min) focusing on conventions

Handwriting: once a week – focus on letter formation (5 min)

Word Study: focus on spelling, phonicsModeled/Shared Reading/Writing:

expands understandingInteractive Read-Aloud: teacher reads,

asks questions, students listen

BLOCK 2: READING WORKSHOP

Independent Reading Students read individuallyUsually select on texts Hold one on one conferencesGuided Reading Small homogenous group read same

textLiterature Study Small heterogeneous group interested

in same things

BLOCK 2: READING WORKSHOP

Teacher RolesIndependent Reading - mini-

lessons, conferencesGuided Reading – introduce text,

observe, listen, engageLiterature Study – present book

talks

BLOCK 2: READING WORKSHOP

Student RolesIndependent Reading – select on

text, use time efficientlyGuided Reading – actively apply

new skillsLiterature Study- prepare for

discussion, organize thoughts

BLOCK 3: WRITING WORKSHOP

Independent Writing Teacher – mini-lesson, conference Student – writes independentlyGuided Writing Teacher/Student – small groups meet

to work on certain aspects of writingInvestigations Teacher – provides guidelines,

structure, and timeline Student – explore topics in depth

ORAL, VISUAL, AND TECHNOLOGICAL COMMUNICATION

Oral language foundation of reading and writing

developmentNot just talk – involves new

challenging learning experiencesLearning New LanguageLearned through conversation,

experience, text

CONNECTING ORAL, VISUAL, AND TECHNOLOGICAL, AND WRITTEN

COMMUNICATION

ConversationWhen student investigate, they

engage in conversations with others

Learning conversation skillsPresentationStudents use oral language and

visual communication tools

CONNECTING ORAL, VISUAL, AND TECHNOLOGICAL, AND WRITTEN

COMMUNICATION

Performance/Drama Improvised or informal Explore, learn about life, empathize

with othersVisual Representation Integral part of communication Draw, sketch, or print to share

response to text Play important part in inquiry

CONCLUSION

Purpose of framework:Makes teaching more powerfulEasier to planOrganize time more effectively