The approach to literacy instruction requires that there be various aspects intertwined. Literacy instruction includes reading, writing, listening, and speaking. Our new literacy program (as of 9/23) EL requires large blocks of time for students to build background knowledge, listening skills, and vocabulary, express themselves through speaking, sharing, and writing (voice), read authentic texts, learn and practice word recognition, and build their comprehension skills and strategies. Always, our emphasis is on helping students develop a lifelong love of reading and writing.

A successful literacy program requires that there is a mix of explicit teaching, demonstrating, and modeling by the teacher and the independent application of skills and strategies by the students. This responsibility shifts gradually through the various components. This model of instruction is called The Gradual Release of Responsibility Model and is based on the work of P. D. Pearson, D. Holdaway, and M. C. Gallagher.  

The components of a successful literacy program include:

* Interactive Read Aloud

* Shared Reading

*Guided Reading

*Independent Reading

*Phonemic Awareness

* Phonics / Word Study/Spelling

* Writing

** Oral Language  

**Listening & Speaking is integrated throughout all of the components :-)

During Interactive Read Aloud, the teacher has full responsibility for making the text accessible to the students. The text may be well above the level of difficulty that the students are able to read independently. The teacher models the reading process by reading a variety of texts aloud to the whole class, and the students listen, discuss, and respond to the texts. This engaging activity allows students to observe a proficient reader as well as cultivate a love of reading.

Each student can see the text during Shared Reading.  The teacher may use a big book, text on the overhead projector, a chart, or individual copies of the text.  The text is interesting grade-level material.  The level of text difficulty may be above the independent reading level of the students.  The teacher continues to model strategies that authentic readers use, and it invites the students to share the task of reading.  Shared reading is done in whole group settings as well as in small group settings. 

Guided Reading is a time of small group instruction with the teacher that is tailored to the individual needs of the students.  The text is at the students’ “instructional” reading level; students are able to read the text with 90-94% accuracy and adequate comprehension.  This means that for each 100 words a student reads, he/she can accurately decode approximately 90 to 94% of the words and construct meaning from the text.  This level of text offers an appropriate level of challenge without creating frustration for students when they are reading the whole text with the support of a teacher.  During Guided Reading, the teacher monitors students’ application of problem-solving strategies for word recognition, word analysis, and comprehension/understanding.

Independent Reading begins with a mini-lesson about some aspect of the reading process, which students are then asked to apply to their reading.  Students are able to read the text with 95-100% accuracy and adequate comprehension.  Students read a variety of self-selected and teacher-recommended texts while the teacher confers with students or leads guided reading groups.

Phonemic Awareness/Phonics/Word Study/Spelling provide students with explicit instruction in phonemic awareness, phonics, word study, structural analysis, and spelling.  The ability to automatically recognize words used frequently in text as well as the ability to “attack/decode/break apart” unknown words is essential to reading with fluency and comprehension.  Written communication depends upon the ability to spell accurately in order to be understood.

Writing instruction follows the same gradual release of responsibility model.  Teachers first model the writing process through whole-class demonstrations and small-group instruction.  Students receive instruction and direct feedback through individual conferences and comments written by the teacher.  Through this instruction, students learn to write a variety of texts, both fiction and nonfiction genres, for various purposes and audiences.  Assignments are balanced between students’ self-selected writing and focused assignments.  Students write in all the subject areas.   

Assessment is essential to any literacy program. The teacher is continuously assessing students, monitoring progress, and offering positive interaction and appropriate feedback. Instructional and grouping decisions are made based on the needs of students at that time and are continually assessed. As students' progress and their learning needs change, the instruction and grouping practices change appropriately. A variety of assessments are used throughout the year, including the iReady, Dibels, written responses, and Fundations check-ups and assessments.

 Suggestions for Choosing Books

Author and series

Favorite genre, hobbies, etc.

Recommendations from teachers and friends

Award winners

Newspapers and magazines

Try a type of book (genre) that you have never read before

       Listen to a book on CD and follow along while looking at the book

Reread a favorite!

*The “five finger” rule helps students find “just right” books.  Students read a page of the text and hold up a finger for each word that they do not know.  If they have five fingers up before they finish the page, that book is probably too hard for independent reading.

Remember that reading and writing should be FUN and enjoyable. It is extremely important that we work together and encourage a love of reading and writing at home and at school. Reading should occur every day—both at home and at school!