Reading

Literacy

Components of Literacy

Balanced Literacy is a philosophical approach where reading and writing achievement are developed through instruction and support in multiple environments using various approaches that differ by level of teacher support and students’ control.
Word work and phonics are woven into every area of balanced literacy rather than a separate component.
Language supports including scaffolds for vocabulary, syntax, and comprehension are integral parts of each component.

Interactive Read Aloud & Shared Reading

Interactive Read Aloud can last between 5-15 minutes (depending on grade-level). The teacher is reading to whole group , the text level can be above students’ independent reading level. Thinking strategies and accountable talk are included. A “read-aloud is a teaching structure that introduces students to the joy of constructed meaning.” (Burkin, 16)
Shared Reading last 10-15 minutes . It is a whole group activity. The teacher and students are reading from a big book or copies of the same text. This text is reread many times to foster close reading. Copies of the story are displayed for students to go back and reread independently to help build fluency and comprehension. Language scaffolds and word work are a part of shared reading.
Performance reading or readers theater while part of the shared reading component is usually conducted in small groups.

Independent Reading & Conferring

Students work independently for 15 -45 minutes of practice/application. The teacher confers with individual students or small groups about ways to develops as readers. Independent reading provides students the opportunity to apply the skills they have learned while developing as readers. It allows them the autonomy to select books that match their interest. It fosters stretch and growth as readers and thinkers as students engage in metacognition while building schema.

1A Close Reading

What the Text Says

Close Reading can strategically help all students access rigorous text during shared reading instruction.
A Close Reading protocol can be used with any text, both literature and informational texts including Benchmark, Stemscopes, etc.
Close Reading is a whole group activity. Teachers and students will collaborate to analyze text for its purpose, structure, language, and vocabulary
Integrating pre-reading and vocabulary practices in lessons to prepare student to read serves as a supportive scaffold to ensure all students can access grade-level texts.

1B Close Reading

How Text Works

Multiple reads of a text with a specific purpose for each read gives students an opportunity to access rigorous texts.By learning different approaches to close reading, students are better equipped to build fluency, make meaning, and analyze text successfully.

1C Close Reading

What the Text Means

This module provides a summary of strategies from the other Close reading modules while diving deeply into Read Three. It utilizes the work of Fisher and Frey to establish criteria for text dependent questions and emphasizes the importance of Word Banks/Walls to support access to text comprehensibility for all students.