Union County Schools Literacy Framework 5K 2005-06

1. Union County Schools Literacy Framework 5K2005-06 A Plan for Balanced Literacy and Best Practices for Our Children

2. Foundations of Literacy • Oral Language Development • Literacy and Play • Literate Environment • Building Community • Letter Formation and Directionality

3. Balanced Literacy- Reading • Read Aloud • Shared Reading • Mini-shared Reading • Guided Reading • Independent Reading

4. Balanced Literacy - Writing • Modeled Writing • Shared Writing • Guided Writing • Independent Writing

5. Foundations of Literacy What does it look like in your classroom?

6. Oral Language Development • The use of poems, rhymes, songs • Retelling stories from memory or from pictures • Acting Out stories and role plays • Making up stories to match pictures • Students learning to ask good questions • Interviews • Asking open-ended questions • Learning to “tell more” about a topic

7. Props available: costumes,puppets, etc. Acting out books, poems, stories, songs Related writings available in each center (ex. Blank sheets for menus in the cooking center to “take orders”, making a grocery list, notes for the phone, Labels in the block center Newspapers and magazines in the house center. Design the layout before building in the block center. Fine & gross motor activities: finger plays, jump rope rhymes, etc. Literacy and Play

8. Print-rich Labeled room Restaurant menus Writing supplies Books that relate to your centers Flip Books Picture dictionaries Environmental print Magazines Reading the room Child carries clipboard to copy words in room Blank plan book in block center- child designs 1st what he will build. Marbled book and drawing. What is a Literate Environment?

9. Building Community

10. Directionality and Letter Formation • Brain Research notes the connection between continued problems with directionality and struggling readers.

11. Teaching Letter Formation: • Top down • Left to right • Verbalizing formations – say as you model write –child should verbalize, too. • Consistent terminology should be used when teaching each letter formation. • Initial teaching and practice should be done on unlined paper. • Use of large surfaces helpful (chalkboard, white board, large paper) • Use tactile strategies when needed (shaving cream, sand, sand paper, grits, chalkboards)

12. Balanced Literacy - Reading What does it look like in your classroom?

13. Teacher: Carefully selects books in advance. Stresses concepts about print (CAP) Models oral expression and conveys the joy of books. Child: Listens attentively for understanding. May or not be interacting with tchr. Does not necessarily have access to the print. Read Aloud – teacher directed

14. Good Materials: Lots of books Big Books Songs and Poems on chart paper Nonfiction Articles of interest from newspapers and magazines. More About Read Aloud

15. Last About Read Aloud…. • Strive for a minimum of 3 books per day (not including songs, poems, or the guided reading choice). • Remember, you don’t always have to read the entire article, book, etc. • Remember the purpose for Read Aloud (bldg comprehension, language and vocabulary, good oral expression, and a love of great books!)

16. Teacher: 1st time, reads entire book to familiarize child with the story. May work with same book(s) for several days. Exposes child at least 8 times to same text. Child: Must have access to the text/print. Mimics his teacher’s demos Might act out the story Becomes familiar Shared Reading –Teacher and students interact as teacher demonstrates the reading and writing process.

17. Materials: Big Books Poems, Songs, (big print) on chart paper Individual books, songs, poems, for students Aver Key and TV Use familiar text to teach: CAPS Reading strategies Known words Elements of writing Questioning Alphabet in context, and more! Shared Reading Tips

18. Concepts About Print (CAPS) – important to share w parents Directionality: Eyes Move Left to Right Where is Front/back of book? Who is Author? Illustrator? What are Spaces? Letter vs. word? Word vs. sentence?

19. Materials for Highlighting CAPS in Shared Reading • Wicky sticks to wrap words • Highlighting tape (Really Good Stuff & Crystal Springs catalog) • Windows in postcards • Neon (see-thru) book covers for highlighting strips. (Dollar Tree)

20. Major points: If teaching a skill, the book should be familiar. Must know who needs what Number in group depends on who needs the skill. Ideas to consider: Workshops- use Big Book or multiple copies Picture walks important Don’t forget poems, songs, charts, school pledge, etc. Mini-shared Reading- shared reading w small groups who need a skill.

21. The Teacher: Knows child’s needs thru conferences. Remembers flexibility – no redbirds! Assistant must know needs as well! Plans most instruction on assessed needs. The Child: Moves in/out of groups as needed. Has access to the text. Works with familiar texts when working on skills. Guided Reading – flexible, small group instruction based on need, ability or interest.

22. Materials: Bagged books based on level and/ or interest Book baskets on tables Books in centers that relate to activity Make and Take books Reading center organized for easy access. Ideas to consider: Model how to select books CAPS review reg. Set procedures Build reading stamina –5-10 min twice daily Independent Reading

23. Goal for 5K Independent Reading Time: Help most children build to 20 minutes of SSR by the year’s end.

24. Balanced Literacy - Writing What does it look like in your classroom?

25. Teacher writes and: “thinks out loud” to demo good strategies Models what good writers do Uses books to demo writer’s craft Students: Listening and watching attentively Mimicking teacher strategies Interact some, but mostly observe. Modeled Writing

26. When to Model Write? • Circle Time • Calendar Time • Morning Message • Before Journals • Class stories • A LOT IN THE BEGINNING • Make connections to a familiar book to demonstrate writer’s craft.

27. Teacher: Early on, teacher models. As determines readiness, turn some of the writing over to students. Students: Share the pen. Come to the overhead, board, chart paper, etc. Write a letter, space, word, sentence, punctuation, etc. Shared Writing –Interactive writing

28. Shared Writing and Practice Writing should occur with familiar text. With NEW LEARNING, teacher goes back to modeled writing.

29. Teachers: Provide small group instruction w like problems. Assess writings to determine need. Move the advanced group forward. Give additional support to struggling writers. When to provide small group writing time: Workshops Journal time Pull small group during Center Time. Guided Writing- small group work similar to guided rdg.

30. Independent Writing Students write independently as they: • draw, scribble, drite, write as they develop skills. • write with and/or without teacher directions. • Share their information in Author’s Chair, w teacher, w assistant, w small group. • Change journal stories into books.

31. WE NEED YOU! Please help us develop the foundations of our framework. In your small group meetings, add any great resources you have at your school (professional books, your favorite children’s resources, etc ) that address each area. Also, please share any additional ideas that need to be in our plan. This is YOUR framework!