The Oswego City School District Literacy Guidelines were designed to articulate the literacy philosophy
of the district, and serve as guidelines for classroom teachers. This is a living document that will grow and
change with our knowledge of best practices.
A group of very knowledgeable and dedicated teachers and administrators committed themselves to this
project. They read and researched literacy best practices, came together for professional dialogue, and
constructed a clear and practical literacy plan for all teachers.
A special thank you goes out to the following members who worked diligently under the leadership of
Irene Dewey, Director of Literacy:
Colette Astoria
Karen Burke
Terri Cullen-Stacy
Joan Dain
David Forbes
Dean Goewey
Sandy Harrison
Teresa Korbesmeyer
Stacy Krieger
Kathryn McCrobie
Donna Miles
Rosemary Parker
Carrie Plasse
Gary Roy
JoAnn Syrell
Joann Thompson
Dianna Tice
Nancy Zawisza
Table of Contents
Introduction. ............................................................................................................................................................................... 1
A. Instructional Expectations. .................................................................................................................................................. 2
Uninterrupted Literacy Time ................................................................................................................................................ 3
Pacing .................................................................................................................................................................................... 3
Assessment ............................................................................................................................................................................ 4
Reading Records ................................................................................................................................................................... 5
Literacy Block ....................................................................................................................................................................... 6
Mini-lessons .......................................................................................................................................................................... 6
Reading/Writing Conferences ............................................................................................................................................... 7
Comprehension Strategies .................................................................................................................................................... 8
Fluency .................................................................................................................................................................................. 9
Listening/Speaking Strategies ............................................................................................................................................ 10
B. Reading Workshop. ............................................................................................................................................................. 11
Reading Aloud ..................................................................................................................................................................... 11
Independent Reading .......................................................................................................................................................... 12
Guided Reading ................................................................................................................................................................... 13
Shared Reading ................................................................................................................................................................... 15
Literature Study/Literature Circles ..................................................................................................................................... 16
Word Study .......................................................................................................................................................................... 17
C. Writing Workshop. .............................................................................................................................................................. 19
Writing Process Steps ......................................................................................................................................................... 20
Interactive Writing .............................................................................................................................................................. 21
Independent/Guided Writing ............................................................................................................................................... 22
Handwriting ........................................................................................................................................................................ 23
Literacy Initiatives .............................................................................................................................................................. 24
D. Appendix. .............................................................................................................................................................................. 25
Terra Nova/ELA Performance Levels ................................................................................................................................ 26
DRP Expectations for Growth ............................................................................................................................................ 27
Reading Records Checklist ................................................................................................................................................. 28
OPAL Summary Sheet ........................................................................................................................................................ 29
OPAL Class Profile ............................................................................................................................................................. 31
DRA 3-6 Class Reporting Form ......................................................................................................................................... 32
DRA Grades 3-8 Student Assessment Form ....................................................................................................................... 33
DRA 4-8 Student Book Graph ............................................................................................................................................ 34
Reading Levels .................................................................................................................................................................... 35
Student Progress Card ......................................................................................................................................................... 36
Reading Progress Information Sheet .................................................................................................................................. 54
Procedures for Placement ................................................................................................................................................... 56
K-2 Grade Schedule (Sample) ............................................................................................................................................ 57
3-6 Grade Schedule (Sample) ............................................................................................................................................. 58
“Good Reader” Strategies Checklist ................................................................................................................................... 59
Listening and Speaking Scale ............................................................................................................................................. 60
Listen/Speaking Observation Checklist .............................................................................................................................. 61
Grade Level Genres/Skills .................................................................................................................................................. 62
Independent Reading Record .............................................................................................................................................. 65
Reading List ........................................................................................................................................................................ 67
Literature Circle - Role ....................................................................................................................................................... 69
Teacher Prompts for Literature Circle ................................................................................................................................ 76
Kindergarten Word List A ................................................................................................................................................... 77
First Grade Word List B ...................................................................................................................................................... 78
Second Grade Word List C ................................................................................................................................................. 79
Performance by Design Charts ........................................................................................................................................... 80
The Super Smart Chart ....................................................................................................................................................... 85
Periodic Table of Information Processing .......................................................................................................................... 87
Five Step Editing ................................................................................................................................................................. 91
Editing Marks ...................................................................................................................................................................... 92
Introduction
The primary goal of the Oswego City School District literacy program is to foster our students’ literacy
development, so they become independent readers, writers, and communicators. To achieve this goal, our
schools will create a culture of rigor and inquiry by setting high expectations for all students. This document
offers guidelines, driven by state and local standards, for developing consistent, balanced literacy instruction
anchored in best practices and current research. The guidelines address recommendations and expectations
for planning, grouping, instructing, assessing, and documenting student progress. This will help to ensure
consistency in literacy instruction throughout the elementary grades.
A balanced literacy framework involves students in a range of reading, writing, listening, and speaking
experiences that can be adjusted and varied to meet individual needs and interests.
This list of instructional expectations for language and literacy learning is based upon best practices as
documented in professional literature and research (see Works Cited in appendix).
These essential elements for a balanced literacy program are aligned with New York State and OCSD
standards (http://www.oswego.org).
Reading
Writing
Listening
Speaking
NYS STANDARDS
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Instructional Expectations
For Reading, Writing, Listening, Speaking
To achieve a balanced literacy program teachers are expected to use a variety of strategies for reading,
writing, listening, and speaking across the curriculum.
Reading Strategies
√ Read aloud to students
√ Provide time for independent reading
√ Work with guided reading groups
√ Involve students in shared reading experiences
√ Teach language and word study skills
√ Engage students in higher level thinking skills and comprehension activities
Writing Strategies
√ Model and discuss the writing process
√ Engage students in guided writing/writing workshop
√ Engage students in interactive writing/shared writing (K-2)
√ Encourage students to use developmentally appropriate spelling strategies, with corrections made for
publication
√ Teach structures for different writing genres
Listening Strategies
√ Provide time for social/collaborative activities
√ Provide time for restating/taking notes
√ Instruct students in following directions and organizing information
Speaking Strategies
√ Provide a comfortable environment to encourage speaking
√ Instruct students to use oral language precisely to describe their thinking during reading/writing
Assessments that Match Instruction
√ Administer and analyze formal/informal assessments
√ Provide on-going assessments to drive instruction
Integrating Technology into Literacy Practices
√ Utilize word processing
√ Access the District Web-site
√ Incorporate grade-appropriate research on-line
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Uninterrupted Literacy Time
Children become competent readers and writers through quality instruction and sufficient time to practice
literacy skills. The Oswego City School District’s plan for improving literacy and academic performance
includes 90 minutes of daily, uninterrupted literacy time and increased reading and writing across the
curriculum. During this uninterrupted literacy time, no students will be pulled out of the classroom for any
other instruction. This ensures that students will have daily opportunities to spend a block of time on
literacy instruction in a whole class, small group, or individually. All literacy instruction will not be limited
to this 90 - minute time frame. Literacy instruction will occur at other times throughout the day as teachers
integrate reading, writing, listening, and speaking with content areas.
There is no best way to teach literacy to children, so different approaches are encouraged. Teachers will use
the best practices to match their students’ needs.
Every day it is expected that
√ Teachers read aloud to the classes (chapter/picture book, newspaper, magazine or other “real world”
sources)
√ Children read something they choose at their independent reading level
√ Children participate in word study (word walls, working with words, vocabulary development)
√ Children write for a variety of purposes
√ Children participate in Guided Reading
√ Children participate in Writing Workshop
Two or three times a week it is suggested that
√ Teachers model topic selection and writing of a short piece
√ Children share something they have written
√ Children share something they have read
Pacing
Pacing needs to be considered in respect to daily and yearly planning. The ultimate goal of instruction is to
help students attain maximum growth in literacy and master grade level standards. The minimum expectation
is that each school year students will make a year’s growth in literacy. The sample schedules in the appendix
show pacing for daily planning. Pacing for the entire school year should be done in consideration of the
New York State and OCSD Standards.
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Assessment
The purposes of assessment are to guide and monitor learning and to align instruction with the New York
State English Language Arts Standards. Assessment provides information about reading, writing, speaking,
and listening as evidence of progress. It identifies student strengths and weaknesses in literacy. Assessment
guides instruction and can determine the effectiveness of instruction. In addition, it can assess program
strengths and weaknesses to guide professional development and skills.
Assessment should be ongoing throughout the year and directly linked to instruction. It is important to
frequently assess what a student can do and to look for growth over time in all literacy areas: reading,
writing, listening, and speaking. It is recommended that teachers use a variety of assessments in literacy
to monitor student growth and to make decisions about instruction. Required record keeping forms can be
found in the appendix.
Minimum Expectations for Literacy Assessment
√ Use standardized district-wide assessments to help determine instructional level and services (Terra Nova,
DRP, New York State ELA )
• Performance levels on the Terra Nova and ELA are based on scale scores (see appendix for grade
level ranges and expected minimum growth)
• Minimum standards and goals of excellence have been established for DRP scores (see appendix )
√ Administer individual pre/post reading assessment each year to help determine instructional level and
services:
• K-2 - OPAL/DRA (Oswego Primary Assessment of Literacy and Developmental Reading
Assessment) at the beginning and end of the year
• 3-6 - DRA (Developmental Reading Assessment) at the beginning and end of the year
√ Grades 1-6 - Select one of the following as primary method of reading assessment during the school
year:
• Midyear running record or DRA
• Basal Process Test (similar format to ELA/Terra Nova)
• Basal Skills Tests
√ Use informal assessments for reading, writing, listening, and speaking regularly:
• Conferences
• Journals
• Checklists
• Rubrics
• Writing Samples or portfolios (final copies and rough drafts)
• Teacher created assessments
• Observations and anecdotal notes
• Independent Reading Cards
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Reading Records
Teachers will prepare assessment data for students as follows:
√ OPAL/DRA (Grades K-2) All K-2 students will have on record the results of OPAL/DRA testing
completed in the fall and spring semesters on the OPAL summary sheet. Keep the most recent running
record, listening/speaking charts, writing samples (2), and sight word list (unless all are mastered and
noted on summary sheet). Grade 3 teachers will remove all OPAL-related assessment materials except
for the “OPAL SUMMARY” sheets. These forms will remain in students’ reading folders.
√ DRA (Grades 3-6) Keep pre and post DRA records in students’ reading folders from the current school
year. All previously administered assessments are to remain in students reading folders. Teachers need to
fill out the Student Assessment Form.
√ Running Records If used, keep all running records for the current year in reading folders. The cover
sheet and matrix from all prior running records are to remain in students’ reading folders.
√ Skills Tests/Process Tests (Grades 1-6) If used, copy the appropriate page from the basal folder to
record test data (see appendix).
√ Reading Progress Information Sheet must be completed for each student. The instructional level will
be noted with a grade level designation, and not with A, O, or B (see appendix).
√ Independent Reading Record must be completed and shared at conferences.
√ Anecdotal records and/or checklists may also be used and kept in the reading folder.
Professional Resources
Beaver, Joetta. Developmental Reading Assessment Teacher Resource Guide. New Jersey: Celebration
Press, 2001.
Beaver, Joetta and Mark A Carter. Teacher Guide Developmental Reading Assessment Grades 4-8. New
Jersey: Celebration Press, 2003.
Oswego Primary Assessment of Literacy Handbook. New York: Oswego City School District, 2000.
Rhodes, Lynn K. and Nancy L. Shanklin. Windows Into Literacy Assessing Learners K-8. New Hampshire:
Heinemann, 1993.
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Literacy Block
The literacy program consists of large blocks of time for reading, writing, listening, and speaking activities.
A workshop approach engages students in meaningful literacy experiences. Reading/Writing workshops
are an integral part of the 90 - minute literacy block and will extend beyond that time frame (see appendix
for schedules). Predictable schedules and routines need to be established for students to take on the
responsibility for their own learning. How often, how long, and what kind of instruction is determined by
students’ needs, abilities, and the curriculum (standards).
Instruction may include
√ Mini-lessons
√ Reading/Writing Conferences
√ Comprehension Strategies
√ Fluency
√ Listening and Speaking
√ Reading Workshop
• Reading Aloud
•Independent Reading
•Guided Reading
•Shared Reading
•Literature Circles
√ Word Study
√ Writing Workshop
•Writing Process
•Interactive Writing
•Guided Writing
•Independent Writing
√ Handwriting
During the literacy block students may choose their own books or writing topics. The Literacy Block is a
time to develop a community of learners in which students, peers, and teachers work collaboratively.
Record keeping and assessment are ongoing. Often a reading or writing workshop will end with a group
share where students come together to share and celebrate accomplishments.
Mini-lessons
A mini-lesson is a short lesson (5-20 minutes) focused on a specific procedure. Effective mini-lessons are
interactive, where teachers model various aspects of literacy and students play an active role by contributing
ideas and examples.
Types of mini-lessons include:
√ Management mini-lessons - Students learn routines and procedures
√ Strategy and Skill mini-lessons - Students learn specific skills, strategies or conventions
√ Craft mini-lessons - Students learn how to improve the quality of writing
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Reading/Writing Conferences
A conference is an interactive dialogue between individuals or among individuals in a group. The conference
provides an opportunity for the teacher to make observations, offer suggestions, and to ask questions. A
conference provides a vehicle through which the teacher can provide positive praise and constructive
criticism.
Some conference formats are
√ Teacher/student(s)
√ Student/student
√ Student/group
Suggested reading conference topics
√ Book selection
√ Interest level
√ Appropriate reading level
√ Fluency and reading for sustained period of time
√ Retelling, summarizing, “Smart Charting”
Suggested writing conference topics
√ Mechanics
√ Topic sentence
√ Supporting details
√ Working in different genres
√ Point of view
√ Content
√ Structures
Professional Resources
Calkins, Lucy McCormick. The Art of Teaching Writing. New Hampshire: Heinemann, 1994.
Fletcher, Ralph and JoAnn Portalupi. Writing Workshop: The Essential Guide. New Hampshire: Heinemann,
2001.
Fountas, Irene C. and Gay Su Pinnell. Guiding Readers and Writers Grades 3-6. New Hampshire:
Heinemann, 2001.
Graves, Donald H. Writing: Teachers and Children at Work. New Hampshire: Heinemann, 1983.
Harwayne, Shelley. Lasting Impressions. New Hampshire: Heinemann, 1992.
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Comprehension Strategies
Purpose
Comprehension is an active process requiring intentional and thoughtful interaction between the reader
and the text. Students need to understand that the purpose of reading is to construct meaning. They need to
think, monitor for meaning, and make sense of the text. Readers who comprehend well use a variety of
strategies. Teachers need to purposefully schedule and teach comprehension strategies throughout the
instructional day using a variety of texts and methods. These strategies can be taught at all grade levels and
should include:
√ Making connections between prior knowledge and the text (text to text, text to self, and text to world)
√ Asking questions to construct meaning
√ Visualizing and creating mental images
√ Drawing inferences and making predictions
√ Determining important ideas
√ Synthesizing information to form a new idea or perspective
√ Monitoring understanding
√ Problem solving
Materials
√ Fiction and nonfiction texts (textbooks, magazine/newspaper articles, picture books)
√ Journals, chart paper, writing paper
√ Text enlarged on an overhead for modeling and “Think Aloud”
√ “Good Reader” Strategies Checklist (see appendix)
Duration
√ Mini-lessons
√ Introducing and focusing on one strategy may take place over 6-8 weeks
Instructional Focus
√ Use mini-lessons to introduce and focus on one strategy.
√ Comprehension strategy instruction is explicit and can include direct explanation, modeling, guided
practice and application.
√ Use a “Think Aloud” to teach a specific strategy:
• Select an appropriate text to read aloud
• Read aloud and stop at trouble spots to share your thinking and the strategies used to problem solve
• Encourage students to add their thoughts
• Pair students for practice, taking turns reading and problem solving aloud.
√ Comprehension strategies are not discrete skills; they work together to construct meaning. Teachers
need to maintain and build upon these strategies, as students progress through the standards.
Professional Resources
Allington, Richard L. What Really Matters for Struggling Readers. New York: Addison-Wesley, 2001.
Harvey, Stephanie and Anne Goudvis. Strategies That Work. Maine: Stenhouse, 2000
Hoyt, Linda. Revisit, Reflect, Retell. New Hampshire: Heinemann, 1999.
Hoyt, Linda. Snapshots: Literacy Minilessons Up Close. New Hampshire: Heinemann, 2000.
Keene, Elin Oliver and Susan Zimmermann. Mosaic of Thought. New Hampshire: Heinemann, 1997.
Miller,Debbie. ReadingWith Meaning. Maine: Stenhouse,2002.
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Fluency
When students read fluently, their reading sounds smooth and natural. Fluency is the integration of intonation,
inflection, phrasing, pacing, and word recognition in oral reading. Fluency is essential for students to
comprehend text. It allows students to focus on making meaning of the text, therefore, it is an important
goal of reading instruction.
Ways to Develop Fluency
√ Model fluent reading
√ Provide direct instruction and feedback
√ Provide reader support (choral reading, echo reading, paired reading)
√ Use repeated readings of one text
√ Cue phrasing in text
√ Provide students with easy reading materials
√ Use drama materials and songs
Professional Resources
Allington, Richard L. What Really Matters for Struggling Readers. New York: Addison-Wesley, 2001.
Blevins, Wiley. Building Fluency: Lessons and Strategies for Reading Success. New York: Scholastic,
2001.
Fountas, Irene C. and Gay Su Pinnell. Guided Reading. New Hampshire: Heinemann, 1996.
Worthy, Jo and Karen Braddus. “Fluency Beyond the Primary Grades: From Group Performance to
Silent, Independent Reading”. The Reading Teacher, December 2001/January 2002: 334-343.
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Listening/Speaking Strategies
Purpose
Students will use oral language to acquire, interpret, apply, and transmit information, as well as for selfexpression, social communication, and artistic creation. Listening and speaking strategies will be developed
across all standards. The Listening and Speaking Scale (see appendix) may be used K-6 as a tool to guide
instructional planning. Rubrics, designed with and for students, help to establish what good listening and
speaking “looks like” and “sounds like”.
Materials
√ Listening centers (tape recorders, head phones, cassettes of books, books)
√ Puppets and props for role playing, drama, Readers’ Theater
√ Listening/Speaking Observation Checklist (see appendix)
Instructional Focus
√ Provide daily opportunities for guided and independent activities:
• Choral and chanting activities (ABC chant, poems, rhymes, finger plays, songs, rereading of
• interactive writing)
• Responding to literature (book chats, retellings)
• Sharing information (current events, show and tell, presentations, author’s chair, reader’s chair)
• Cooperative activities (buddy reading, literature circles, group work, role playing, Readers’ Theater,
puppet shows)
√ Mini-lessons may include (see NYS Standards for grade level core curriculum):
• Listening to follow directions
• Listening for specific tasks
• Listening for a purpose
• Listening to take notes
• Listening for phonemic awareness
• Listening for critical analysis
• Speaking to convey a message
• Speaking to present information
• Speaking to share
√ Use discussion groups to teach speaking and listening for social interactions
Professional Resources
Fountas, Irene C. and Gay Su Pinnell. Guided Reading. New Hampshire: Heinemann,1996.
Morrow, Lesley Mandel. The Literacy Center: Contexts for Reading and Writing. Maine: Stenhouse, 1997.
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Reading Workshop
Reading Workshop actively engages participants in language and literacy experiences to become more
effective readers. It provides a creative, multidimensional environment through which students have a
purposeful role in their own learning, and teachers are able to offer explicit, systematic instruction. A chart
with grade level reading genres generated from NYS Standards is included in the appendix. Reading
workshop includes the components that follow.
Reading Aloud
Purpose
Reading aloud promotes oral language development, increases vocabulary, contributes to literature
appreciation and provides models for good writing. Teachers often introduce or extend a unit with stories
or texts read aloud. Reading a text aloud demonstrates phrasing and fluent reading. Students are able to
understand higher-level text when it is read aloud. Being exposed to higher-level text (beyond their
independent levels) makes it possible for them to deal with more complex ideas.
Materials
√ Individual text for teacher
√ Short text (poetry, news articles, short stories, picture books)
√ Novels
√ Nonfiction
Duration
√ 15-30 minutes throughout the day
Instructional Focus
√ Teacher selects a book or other text and reads aloud to students
√ Teacher models “Think Aloud” strategy (see page 8)
√ Texts rich in meaning or language and class favorites are read repeatedly
√ Texts can be used as the basis for other activities
Professional Resources
Fountas, Irene C.and Gay Su Pinnell. Guided Reading. New Hampshire: Heinemann, 1996.
Heard, Georgia. For the Good of the Earth and Sun: Teaching Poetry. New Hampshire: Heinemann, 1989.
Trelease, Jim. The Read-Aloud Handbook. New York: Penguin Books, 1985.
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Independent Reading
Purpose
Independent reading provides students with the opportunity to apply reading strategies independently on a
variety of texts. Students are encouraged to read material that is easy for them (independent level) or reread
familiar text to practice reading for fluency. This sustained reading builds confidence. New York State
English Language Arts standards require that students will read a minimum of 25 books or the equivalent
per year across all content areas.
Materials
√ Classroom library of books at various levels
√ Large print charts, writing displayed on the walls, pointers
√ Magazines, newspapers, poetry
√ Browsing boxes (books for students at their independent levels)
√ Independent Reading Record - to record books read during the year (see examples in appendix)
Duration
√ Kindergarten - 10-15 minutes daily
√ Grades 1-3 - 15 minutes daily (minimum)
√ Grades 4-6 - 15 minutes daily (minimum)
Instructional Focus
√ Use mini-lessons for book selection, procedures, and strategies for building independent reading stamina.
√ Hold periodic and on-going student-to-teacher conferences
√ Have students read self-selected material to themselves or with a partner
√ Students read at their independent level for sustained periods of time (completing books)
Professional Resources
Allington, Richard L. and Sean A. Walmsley, eds. No Quick Fix. New York: Teachers College Press, 1995.
Fountas, Irene C. and Gay Su Pinnell. Matching Books to Readers: Using Leveled Books in Guided Reading,
K-3. New Hampshire: Heinemann, 1999.
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Guided Reading (small groups of 5-6)
Purpose
Guided reading brings children who have similar needs together for small-group instruction. This focused
reading instruction uses text that ranges from the students’ independent to instructional levels. The
Developmental Reading Assessment (DRA), informal running records, standardized assessments, and teacher
observations can determine the appropriate level. Students need to have texts that they can read accurately,
fluently, and with good comprehension to foster academic achievement.
Reading texts at an easy or independent level allows students to focus on meaning and the greater task of
comprehension. At this level, students are able to process texts efficiently without attending to too many
difficult words. Emphasis can be placed on fluency, comprehension strategies (making connections,
visualizing, inferencing), and expressing comprehension in writing.
Using texts at the instructional level, with appropriate teacher support, will challenge students to continue
to make progress along the continuum of reading levels. Throughout guided reading the teacher guides
students in the development of effective reading strategies for comprehension and word solving. The
emphasis of guided reading is on reading, and the majority of the time should have students engaged with
reading text.
Materials
√ Individual books/basal anthology/ other texts
√ Easel and chart paper
√ Magnetic letters (K-2)
Duration
√ Kindergarten - When appropriate (starting in January)
√ Grades 1-2 - Daily for 15-30 minutes
√ Grades 3-6 • Below level groups - Daily for 20-30 minutes
• Average and above level groups - at least three times per week for 20-30 minutes
Instructional Focus
√ Select a text that is “just right” by using assessments and observations. The text should be challenging
but within the student’s control. Consider layout, words, concept familiarity, language complexity and
genre when selecting texts.
√ Set a purpose for reading.
√ Introduce the text to help the students understand organization, theme, some important words or concepts,
and information that will support comprehension.
√ Read the text. Students read the whole text (or the assigned part) by themselves silently or softly. The
teacher observes or listens in on individuals and may briefly interact with individuals.
√ Discuss the text after reading. This provides information on what students have understood and gives
them a chance to respond to the text.
√ Teach for strategies to expand students’ independent reading strategies (e.g. word solving, making
inferences, summarizing)
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Professional Resources
Allington, Richard L. What Really Matters for Struggling Readers. New York: Addison-Wesley, 2001.
Fountas, Irene C. and Gay Su Pinnell. Guided Reading. New Hampshire: Heinemann,1996.
Fountas, Irene C. and Gay Su Pinnell. Guiding Readers and Writers Grades 3-6. New Hampshire:
Heinemann, 2001.
Fountas, Irene C.and Gay Su Pinnell. Matching Books to Readers: Using Leveled Books in Guided Reading,
K-3. New Hampshire: Heinemann, 1999.
Morrow, Lesley Mandel. The Literacy Center: Contexts for Reading and Writing. Maine: Stenhouse, 1997.
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Shared Reading (Whole or small groups)
Purpose
In shared reading, students join the teacher to read aloud in unison and to practice fluency. Often the
teacher reads an enlarged text first, and children join in as they become familiar with the story. Predictable
books with repeated patterns or refrains work well. For primary readers, this is often their first experiences
as a “reader” and helps them to learn about the conventions of print. The teacher often guides the reading
with a pointer, modeling directionality, top to bottom and showing the match between speech and print. For
older readers, this may become performance reading, choral reading, or Readers’ Theater where children
take different parts.
Materials
√ Big Books
√ Large-print charts (poems, songs, chants, finger plays)
√ Individual copies of text
√ Easel
√ Pointers
Duration
√ Kindergarten - Daily for 15-30 minutes
√ Grades 1-2 - Daily for 15-30 minutes
√ Grades 3-6 - Occasionally
Instructional Focus
√ Select a text that is predictable, has supportive pictures, and a story that is appealing to children (it will
be read and reread).
√ Introduce and read the enlarged text, which all children must be able to see clearly (e.g. Big Books,
charts with large print or use an overhead projector to enlarge a text).
√ Guide the readers by pointing to each word of the text with a pointer.
√ Encourage children to “share” in the reading as they read and reread the text.
√ Provide a high level of support at first and then gradually let the readers support each other.
√ Provide opportunities for group problem solving and discussions about the meaning of the story.
Professional Resources
Routman, Regie. Invitations: Changing as Teachers and Learners K-12. New Hampshire: Heinemann,
1991.
Fountas, Irene C. and Gay Su Pinnell. Guided Reading. New Hampshire: Heinemann, 1996.
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Literature Study/Literature Circles
Purpose
Literature Study engages students in an examination of text through in-depth discussions in small peer
groups. It immerses students in reading text and writing responses to the text. Students share their
interpretations in discussions that enhance their listening and speaking skills. Literature Study expands
comprehension by having students think critically about text as they analyze it. It encourages them to make
text-to-self, text-to-text, and text-to-world connections as they read. In peer discussions, students develop
communication skills and extend their own writing strategies by examining the writing styles of authors.
Students work in heterogeneous groups. In cases where the text chosen may be at the student’s frustration
level, the teacher may pair the student with another more capable reader, put the text on tape for the child
to listen to, or have a parent/adult read it to them. Literature Study offers every student the opportunity to
engage in discussions about text at his/her grade level.
Materials
√ Four to five sets of appropriate literature titles at varying levels (enough to form 4-5 small heterogeneous
groups)
√ Role/Task sheets (these are transitional and temporary)
Duration
√ Small, heterogeneous groups are temporarily formed and last from one to two weeks.
√ Implementation may begin as early as second grade and continue up through high-school levels.
√ Can be held periodically throughout the year
Instructional Focus
√ Students (or teacher) select reading text.
√ Students are assigned roles or tasks that change with each assigned portion of reading.
√ Students read assigned text independently or, as in the case of students at lower levels, with a partner.
√ Students complete role/task sheets for discussions. These tasks include summarizing, making connections,
choosing important vocabulary/concepts, questioning, choosing important passages, and illustrating.
(See appendix)
√ Students engage in discussions/conversations with their group.
√ Teacher acts as facilitator (See appendix for teacher prompts)
Professional Resources
Fountas, Irene C.and Gay Su Pinnell. Guiding Readers and Writers Grades 3-6. New Hampshire: Heinemann,
2001.
Daniels, Harvey. Literature Circles, 2nd edition. Maine: Stenhouse, 2002.
Harste, Jerome, Kathy G. Short and Carolyn Burke. Creating Classrooms for Authors. New Hampshire:
Heinemann, 1988.
OCSD Literacy Guidelines
Page 16
11/1/02
Word Study
Purpose
Word study provides students with skills and strategies that will facilitate their use of language in reading,
writing, listening, and speaking. The focus is to help children become active word solvers who are able to
recognize words, encode and decode words, understand word meaning, and to connect words with other
words. These word study components are directed at enabling children to read and write continuous text.
The major components of the language system are:
√ Semantic system - meaning (parts of speech, homonyms, antonyms, synonyms, compound words, multiple
meaning words, idioms, etc.)
√ Syntactical system - language structure and grammar rules
√ Phonological system - meaning communicated through sounds
√ Orthographic system - written language
Immersing students in reading and writing is the best practice in learning conventional spelling. In a balanced
literacy program, spelling should be learned in context along with some specific instruction. This instruction
should focus on spelling patterns and on high frequency words used by students as they write.
According to Kathryn H. Au et al, “Learning to spell is a developmental process, like learning to talk.” In
this process students initially use inventive spelling as they work towards developing their own spelling
strategies. When spelling is learned in the context of writing gradual growth towards conventional spelling
is expected. By the time a child has completed the primary grades this transition should be nearly complete.
Materials
√ OCSD Sight Word lists for K-2 (see appendix)
√ Word charts
√ Word walls
√ Dictionaries
√ Thesauruses
√ Editing or proofreading checklists
√ Materials for: spelling, making words, letter and word sorting, word webs
Instructional Focus
√ Mini-lessons on spelling of specific words, phonetic principles, spelling patterns and the development of
vocabulary
√ Word wall activities
√ Spelling of High Frequency/Sight Words to develop fluency in writing (see OCSD K-2 Sight Words lists
in the appendix)
√ Shared language/literacy experiences (community activities that provide brief, focused experiences
intended to expand students’ language or literacy skills, e.g. Morning Message)
√ Instruction on content area vocabulary (emphasis on meaning not on spelling)
√ Interactive Read Aloud (teacher reads aloud while children have specific, purposeful interactive
opportunities)
√ Interactive Edit (e.g. Daily Oral Language activities)
√ Choral reading
√ Readers’ Theater
√ Current events
OCSD Literacy Guidelines
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11/1/02
Professional Resources
Au, Kathryn H., Jacquelin H. Carroll and Judith A. Scheu. Balanced Literacy Instruction: A Teacher’s
Resource Book. Massachusetts: Christopher-Gordon Publishers, Inc. 1997.
Cunningham, Patricia M. Phonics They Use. New York: Harper Collins, 1995.
Cunningham, Patricia M. and Dorothy Hall. Making Big Words. California: Good Apple, 1994.
Cunningham, Patricia M. and Dorothy Hall. Month-By-Month Phonics. North Carolina: Carson-Dellosa,
1998.
Fountas, Irene C. and Gay Su Pinnell. Word Matters: Teaching Phonics and Spelling in the Reading/ Writing
Classroom. New Hampshire: Heinemann, 1998.
Gentry, J. Richard. Spel Is a Four Letter Word. New Hampshire: Heinemann, 1987.
Hoyt, Linda. Snapshots: Literacy Minilessons Up Close. New Hampshire: Heinemann,2000.
OCSD Literacy Guidelines
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11/1/02
Writing Workshop
Writing workshop includes a combination of interrelated writing experiences. It encompasses focused
writing, both assigned and self-selected, in a variety of genres and content areas. Following the NYS
Standards, students will learn to write across a broad range of topics included in the content curriculum
(see appendix for grade level genres). Writing instruction for small groups or individual students is also
included. Record keeping and assessment is ongoing. Students are expected to organize a written text to fit
purpose, topic, and audience, as well as demonstrate a command of spelling, punctuation, word usage, and
sentence structure while learning the writing process. During writing workshop, teachers should promote
an atmosphere where students, peers, and teachers work collaboratively.
Purpose
During writing workshop students learn that writing is a process with a purpose and not simply an assignment
to complete. Students write for a variety of purposes. Opportunities are provided for appropriate, targeted
instruction to whole group, small groups and individuals. This instruction may come in the form of interactive
writing, guided writing, or independent writing.
Instructional Focus
√ Use mini-lessons.
√ Topics may be self-selected or assigned.
√ Provide time for student writing and student-to-student, student-to-teacher, student-to-group conferences.
√ Allow time for student sharing and peer/teacher feedback for revision or evaluation.
Duration
√ Primary (K-2) - 20-30 minutes daily
√ Intermediate (3-6) - 45-60 minutes four to five days a week
Materials
√ Paper
√ Pencils, markers
√ Art materials
√ Journals
√ Word Wall
√ Dictionaries
√ Thesauruses
√ Print-rich environment as a resource
OCSD Literacy Guidelines
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11/1/02
Writing Process Steps
1) Plan
Students use various strategies (graphic organizers, note taking, sketching, outlining, etc.) to
organize and focus a topic.
2) Draft Drafting involves getting thoughts down on paper. The emphasis is not on form, conventions,
or organization, but on generating ideas.
3) Confer Students confer with teacher, students or another adult. Topic choice, focus of piece, and content
are discussed.
4) Revise Revising is going back to a piece with “new eyes.” Students check to see if ideas flow, if voice
comes through, whether word choice is appropriate, whether more details are needed, and
whether information is organized so readers will understand the intent of the writer. Students
should share a piece of writing with peers to get feedback, and then revise again.
5) Edit
Editing refers to changes and corrections writers make to conform with conventions. Students
proofread their pieces for proper word usage, spelling, punctuation, and sentence structure.
They also confer with teacher or peers to proofread their pieces. (See appendix for district
chart of editing symbols)
6) Publish Students bring their pieces to completion and may share with peers, submit to a newspaper,
hand in for a classroom display or bulletin board, etc. Before student work is displayed, the
classroom teacher should edit it.
It is important to note that not all students’ writing will occur in a sequence of steps. For example, some
children may read an interesting poem, then sit down and compose their own. Other times, a child’s rough
draft may seem publishable just as it is written. Writing is not always a step-by-step process. What is most
important is that children learn and practice the writing process.
Professional Resources
Calkins, Lucy McCormick. The Art of Teaching Writing. New Hampshire: Heinemann, 1994.
Graves, Donald H. Writing: Teachers and Children at Work. New Hampshire: Heinemann, 1983.
Harste, Jerome, Kathy G. Short and Carolyn Burke. Creating Classrooms for Authors. New Hampshire:
Heinemann, 1988.
Harwayne, Shelley. Lasting Impressions. New Hampshire: Heinemann, 1992.
OCSD Literacy Guidelines
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11/1/02
Interactive Writing
Purpose
During interactive writing the teacher shares the pen with students to compose and construct a message
together. This provides authentic experiences for children to see how written language works. With teacher
support, students participate in the process of writing, using directionality, concepts about print, early
strategies, and phonemic awareness. Interactive writing helps students to make reading/writing connections
and provides texts for the classroom that can be read independently.
Duration
√ Kindergarten - Grade 2 - 10 -20 minutes at least three times a week
Materials
√ Chart paper
√ Markers
√ Materials to make Big Books
√ Pointers for rereading
√ Individual slates/white boards
Instructional Focus
√ Through conversations, the teacher and students determine a text to write.
√ Teacher and students share the pen in writing the message word by word. Sometimes the teacher writes
the word or fills in part of the word. Often different children come up to write the word or part of the
word.
√ Reread the message each time before going on to the next word.
√ Some words can be articulated slowly (by the group) to help students to hear the sounds in words
(sometimes clap the word to hear the different parts).
√ While writing the message attention can be drawn to:
• how words work
• concepts about print (spaces, capitalization, punctuation)
• special features (lists, letters, directions)
Professional Resources
Areglado, Nancy and Mary Dill. Let’s Write: A Practical Guide to Teaching Writing in the Early Grades.
New York: Scholastic, 1997.
McCarrier, Andrea, Gay Su Pinnell, and Irene C. Fountas. Interactive Writing. New Hampshire: Heinemann,
2000.
OCSD Literacy Guidelines
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11/1/02
Independent/Guided Writing
Purpose
Following a mini-lesson, students work independently to think, plan, compose, revise, edit, publish, and
share their work. Some students work independently for the entire workshop time. Other students work in
guided writing groups, confer with peers, or confer with the classroom teacher.
Students receive guidance and instruction in specific aspects of writing in small or large groups. Guided
writing groups meet while other students are writing independently. The groups are flexible and meet on a
needs basis.
Materials
√ Paper
√ Pencils, markers
√ Art materials
√ Journals
√ Word Wall
√ Dictionaries
√ Print-rich environment as a resource
Instructional Focus
√ Mini-lesson
√ Students work independently in various stages of writing process
√ Topics may be self-selected or assigned
√ Students confer with peers, obtain feedback, then revise/edit writing
√ Teacher guides and confers with individual students
√ Writing in the content areas
Professional Resources
Areglado, Nancy and Mary Dill. Let’s Write: A Practical Guide to Teaching Writing in the Early Grades.
New York: Scholastic, 1997.
Fletcher, Ralph and JoAnn Portalupi. Writing Workshop: The Essential Guide. New Hampshire: Heinemann,
2001.
Harvey, Stephanie. Nonfiction Matters: Reading, Writing and Research in Grades 3-8. Maine: Stenhouse,
1998.
Heard, Georgia. For the Good of the Earth and Sun: Teaching Poetry. New Hampshire: Heinemann, 1989.
Lee, Martin and Marcia Miller. Quick and Fun Writing Activities Just for Young Learners. New York:
Scholastic, 2001.
Morrow, Lesley Mandel. The Literacy Center: Contexts for Reading and Writing. Maine: Stenhouse, 1997.
Payne, Carleen DaCruz and Mary Browning Schulman. Getting the Most Out of Morning Message and
Other Shared Writing Lessons. New York: Scholastic, 1998.
OCSD Literacy Guidelines
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11/1/02
Handwriting
Purpose
Efficient, fluent, and legible formation of letters is a necessary component in daily literacy activities. For
consistency across the district, all elementary students will be taught the Zaner-Bloser method in manuscript
and cursive writing. Instruction in cursive writing will begin in third grade, and it will be expected that
students in grades four through six will continue to develop this skill.
Instructional Focus
√ Use mini-lessons to demonstrate and practice letter formation.
√ At K-2, provide instruction in manuscript.
√ At 3-6, provide instruction in cursive writing (use Zaner-Bloser materials for “simplified” cursive).
Professional Resources
Hackney, Clinton S. Handwriting. Ohio: Zaner-Bloser, Inc., 2003.
OCSD Literacy Guidelines
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Literacy Initiatives
Performance By Design
Performance by Design provides a system through which children are taught to manage and manipulate
information with given structures. Teachers who have received training from Performance by Design should
use the A.l.M. Literacy System.
This system creates a “task-based continuum” which allows the instructor to identify student strengths and
weaknesses and provide structures applicable to each individual student’s developmental level.
A.l.M. allows the instructor to maintain balance among assessment, instruction, and management. This
system should be integrated into the components outlined in these literacy guidelines. The intention of the
system is to provide teachers with structures that will underlie the instructional practices being used. (See
appendix for examples of structures.)
Reading Recovery
Reading Recovery is an early intervention program that helps the lowest “at risk” first graders to develop
effective strategies to read at average classroom levels. Children receive intensive, daily, 30-minute lessons
using a variety of reading and writing experiences designed to help them develop effective strategies. This
program lasts approximately 15-20 weeks and supplements regular classroom instruction. Reading Recovery
teachers are trained over one school year and participate in “Behind the Glass” teaching sessions with
colleagues. After the initial year of training, teachers continue to meet for ongoing professional development
and support. Reading Recovery is a team effort, which involves the Reading Recovery teacher, classroom
teacher, parents, and other school personnel. This intensive program helps to increase success for our early
readers and also identifies students in need of long-term support.
Writing Institute
The Oswego City School District, in partnership with the University of New Hampshire, offers a Summer
Writing Institute for teachers. The five-day institute provides instruction and support for teaching Language
Arts in the classroom. To improve the quality and interest in writing and reading in these classrooms,
opportunities include: demonstrations of student/teacher conferencing, peer conferences, analysis of student
writing, practical management techniques, teaching skills in context, integrating literature and writing
across the curriculum, using a writer’s journal, and exploring the writing process. Participants write and
share their writing, as well as discuss the teaching of writing. The focus of the institute is to assist teachers
in developing, implementing, and refining an effective writing program that meets the needs of all students.
OCSD Literacy Guidelines
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Appendix
OCSD Literacy Guidelines
Page 25
11/1/02
Terra Nova / ELA Performance Levels
The Terra Nova and ELA performance levels are based on a scale scores. These scale scores can be used to
determine where students are on a developmental continuum. A student’s score in a specific content area
can be compared from one year to the next to determine how much growth the child made. The following
chart was developed to help identify performance levels. The minimum expected growth from one grade to
the next is also delineated.
ELA
Grade
Far Below
Below
Near
Proficient
Excel
Minimum
Growth
Expectations
2
0-578
579-597
598-614
615-670
671 +
17
3
0-598
599-616
617-634
635-687
688+
17
4
0-607
608-627
628-646
647-698
699+
17
5
0-631
632-651
652-670
671 -712
713+
14
6
0-635
636-655
656-675
676-718
719+
14
7
0-641
642-662
663-683
684-725
726+
14
8
0-657
658-678
679-699
700-743
744+
14
OCSD Literacy Guidelines
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11/1/02
DRP Expectations for Growth
Staff consensus established the following tables for minimal expected growth in reading as measured by
the DRPs. It is the district’s intent, however, to have both students and staff strive for the tentative goals of
excellence set forth below.
Minimum Standards
Grade
Independent
P=.90
Instructional
p=.75
Frustration
p=.50
Growth
in DRP
2 ......................... 17 ........................ 28 ......................... 39 ........................ 3 .........................22 ........................ 33 ......................... 44 ........................ 5
4 .........................30 ........................ 41 ......................... 52 ........................ 8
5 .........................37 ........................ 48 ......................... 59 ........................ 7
6 .........................42 ........................ 53 ......................... 64 ........................ 5
7 .........................48 ........................ 59 ......................... 70 ........................ 6
8 .........................54 ........................ 65 ......................... 76 ........................ 6
Tentative Goals for Excellence
2 .........................27 ........................ 38 ......................... 49 ........................ 3 .........................40 ........................ 51 ......................... 62 ....................... 13
4 .........................46 ........................ 57 ......................... 68 ........................ 6
5 .........................53 ........................ 64 ......................... 75 ........................ 7
6 .........................60 ........................ 71 ......................... 82 ........................ 6
7 .........................64 ........................ 75 ......................... 86 ........................ 4
8 .........................70 ....................... 79+ .......................90+ ....................... 6
* Each figure in the table represents a reference point at or above the stated number.
OCSD Literacy Guidelines
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Reading Records Checklist
Prepare assessment data for students as follows:
❒ OPAL/DRA (Grades K-2) All K-2 students will have on record the results of OPAL/DRA
testing completed in the fall and spring semesters on the OPAL summary sheet. Keep the most
recent running record listening/speaking charts, writing samples (2) and sight word list (unless
all are mastered and noted on summary sheet). Grade 3 teachers will remove all OPAL-related
assessment materials except for the “OPAL SUMMARY” sheets. These forms will remain in
each student’s record folder.
❒
DRA (Grades 3-6) All pre and post DRA records are to be kept in reading folders along with
the Student Assessment Form. All previously administered assessments are to remain in each
student’s reading folder. Teachers in grades 4-6 fill out the book graph for the current grade
level.
❒
Running Records For all students for whom this assessment was used, keep all running records
for the current year in their reading folders. The cover sheet and matrix from all prior running
records are to remain in each student’s reading folder.
❒
Skills Tests/Process Tests (Grades 1-6) For all students for whom this assessment was used,
test data should be recorded on the reading folder or Progress Cards. Also record your name on
the appropriate reading folder page. Skills test/process tests for all prior years should be removed
from the folders. (see appendix for Progress Cards.)
❒
Reading Progress Information Sheet must be completed for each student. The instructional
level will be noted with a grade level designation and not with A, O,, or B. (See guidelines and
sample)
❒
Independent Reading Record must be completed listing the books students have read (minimum
of 25).
❒
Anecdotal records and/or checklists may also be used and kept in the reading folder.
OCSD Literacy Guidelines
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11/1/02
OPAL Summary Sheet
Name
Grade
School
Teacher
Fall Date:
Spring Date:
I. Listening & Speaking Development
Emerging
Beginning
Independent
Experienced
I. Listening & Speaking Development
Emerging
Beginning
Independent
Experienced
II. Letter Identification
II. Letter Identification
52
III. Phonemic Awareness
52
III. Phonemic Awareness
1. Rhyming
1. Rhyming
3
2. Dictation
2. Dictation
23
IV. Reading Development
23
IV. Reading Development
1. Orientation to Print
1. Orientation to Print
7
7
2. Sight Word Vocabulary
K
30
1st
3
108
2. Sight Word Vocabulary
2nd
90
K
30 1st
108 2nd
90
3. Running Record DRA Level ______
Instructional Reading Level ___________
3. Running Record DRA Level ______
Instructional Reading Level ________
3b. Retelling/Reading Scale
Emerging
Beginning
Independent
Experienced
3b. Retelling/Reading Scale
Emerging
Beginning
Independent
Experienced
4. Reading Scale
Emerging
Independent
4. Reading Scale
Emerging
Independent
Beginning
Experienced
V. Writing Development
Emerging
Beginning
Independent
Experienced
OCSD Literacy Guidelines
Beginning
Experienced
V. Writing Development
Emerging
Beginning
Independent
Experienced
Page 29
11/1/02
OPAL Summary Sheet
Name
Grade
School
Teacher
Fall Date:
Spring Date:
I. Listening & Speaking Development
Emerging
Beginning
Independent
Experienced
I. Listening & Speaking Development
Emerging
Beginning
Independent
Experienced
II. Letter Identification
II. Letter Identification
52
III. Phonemic Awareness
52
III. Phonemic Awareness
1. Rhyming
1. Rhyming
3
2. Dictation
2. Dictation
23
IV. Reading Development
23
IV. Reading Development
1. Orientation to Print
1. Orientation to Print
7
7
2. Sight Word Vocabulary
K
30
1st
3
108
2. Sight Word Vocabulary
2nd
90
K
30 1st
108 2nd
90
3. Running Record DRA Level ______
Instructional Reading Level ___________
3. Running Record DRA Level ______
Instructional Reading Level ________
3b. Retelling/Reading Scale
Emerging
Beginning
Independent
Experienced
3b. Retelling/Reading Scale
Emerging
Beginning
Independent
Experienced
4. Reading Scale
Emerging
Independent
4. Reading Scale
Emerging
Independent
Beginning
Experienced
V. Writing Development
Emerging
Beginning
Independent
Experienced
OCSD Literacy Guidelines
Beginning
Experienced
V. Writing Development
Emerging
Beginning
Independent
Experienced
Page 30
11/1/02
OCSD Literacy Guidelines
Page 31
11/1/02
Listening &
Speaking Stage
20.
19.
18.
17.
16.
15.
14.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
Letter
ID
Rhyme
Dictation
Orientation
To Print
Sight
Words
Running
Record
Level
Date:
School:
Student Name
Grade:
Teacher:
OPAL Class Profile
Retelling
Stage
Reading
Stage
Writing
Stage
Student Names
OCSD Literacy Guidelines
Spr.
K-3
Page 32
Independent
Middle School (8)
Extending
Middle School (7)
Fall
4-6 Stage
Middle School (6)
Grade:
Advanced
Intermediate (5)
Intermediate (4)
Extending (3)
Transitional
Teacher:
Independent
Middle School (8)
Extending
Middle School (7)
Middle School (6)
Advanced
Intermediate (5)
Intermediate (4)
Extending (3)
Transitional
Fall
K-3
Level
School:
Level
DRA 3-6 Class Reporting Form
School Year:
Spring
4-6 Stage
11/1/02
Developmental Reading Assessment
Grades 3-8
Student Assessment Form
Name
Assessment
Grade
Date
OCSD Literacy Guidelines
Text Total Score
Level
(4-8)
Page 33
DRA Stage
11/1/02
DRA 4-8 Student Book Graph
DRA Stage
124-128
Independent
Middle School
119-123
114-118
110-113
Extending
Middle School
106-109
104-105
100-103
Middle School
96-99
94-95
90-93
Advancing
Intermediate
86-89
84-85
80-83
Intermediate
76-79
74-75
70-73
66-69
Extending
64-65
60-63
Transitional
56-59
54-55
Grade
Fourth
Fifth
Sixth
Seventh
Eighth
Assessment Dates
OCSD Literacy Guidelines
Page 34
11/1/02
Reading Levels
Basic Levels
DRA Levels
Reading Recovery
Pinnell Levels
K
A, 1, 2
B, 1, 2
A, B
PP1
3
3, 4
C
PP2
4, 6
5, 6
D
PP3
8
7, 8
E
Primer
10, 12
9, 10, 12
F, G
1
14,16
14, 16
H, I
2
18, 20, 24, 28
18, 20
J, K,L, M
3
30, 34, 38
22, 24
N, O, P
4
40
26
Q, R, S
5
44/50
28
6
60
30
7
70
32
8
80
34
OCSD Literacy Guidelines
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11/1/02
Reading Progress lnformation Sheet
OSWEGO CITY SCHOOL DISTRICT
Reading Progress Information Sheet
Student Name
School
School Year
Current Grade
Teacher
Terra Nova/ELA Scale Score
May
DRP Instructional Score
Reading Behaviors:
Instructional Reading Level for Fall
Recommended Text
School Year
Current Grade
Teacher
Terra Nova/ELA Scale Score
May
DRP Instructional Score
Reading Behaviors:
Recommended Text
School Year
Instructional Reading Level for Fall
Current Grade
Teacher
Terra Nova/ELA Scale Score
May
DRP Instructional Score
Reading Behaviors:
Recommended Text
OCSD Literacy Guidelines
Instructional Reading Level for Fall
Page 36
11/1/02
Student Name
School
School Year
Current Grade
Teacher
Terra Nova/ELA Scale Score
May
DRP Instructional Score
Reading Behaviors:
Instructional Reading Level for Fall
Recommended Text
School Year
Current Grade
Teacher
Terra Nova/ELA Scale Score
May
DRP Instructional Score
Reading Behaviors:
Recommended Text
School Year
Teacher
Instructional Reading Level for Fall
Terra Nova/ELA Scale Score
Current Grade
May
DRP Instructional Score
Reading Behaviors:
Recommended Text
OCSD Literacy Guidelines
Instructional Reading Level for Fall
Page 37
11/1/02
OCSD Literacy Guidelines
Page 38
11/1/02
K-2 Grade Schedule (Sample)
9:00-9:20 Community Meeting - Shared Reading/Read Aloud
9:20-9:55 Interactive/Shared Writing
9:40-9:55 Whole Group- Letter/Word Work (mini-lesson)
10:00 -11:00 Guided Reading/Literacy Centers/Independent Writing/
Independent Reading (60 minutes)
11:10-11:40 Lunch
11:45-11:55 Community Meeting - Shared Reading/Read Aloud
11:55-12:40 Guided Writing/Writing Workshop (Mini-lesson) (45 minutes)
12:45- 1:25 Specials
1:30-2:30 Math
2: 30-3 :00 Science/Social Studies
OCSD Literacy Guidelines
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11/1/02
3-6 Grade Schedule (Sample)
9:00 - 9:30
➤
Language/Word Study (30 minutes)
9:30- 9:55
➤
Writing Workshop (25 minutes)
9:55 - 10:35
➤
Specials
90 Minute Literacy Block
10:40-11:15
➤
Writing Workshop (35 minutes)
11:15 - 12:25
➤
Reading Workshop (80 minutes)
12:30-1:00
➤
Lunch
1:05 -1:20
➤
Read Aloud (15 minutes)
1:20 - 2:20
➤
Math
2:20 - 3:00
➤
Science/Social Studies
3:00-3:30
➤
OCSD Literacy Guidelines
Page 40
11/1/02
“Good Reader” Strategies Checklist
Before Reading
❒ Previews the book- looks at title, author, and cover
• Determines if text is fiction or nonfiction
• Previews pictures, charts, graphs
• Previews any boldfaced type or heading
❒ Activates prior knowledge about the topic and the genre
❒ Sets a purpose for reading
During Reading
❒ Uses multiple cues to read unfamiliar words:
• Meaning (what makes sense using context)
• Structure/syntax (language structure at the word, sentence, & text level)
• Visual (letter/sound knowledge & phonemic awareness)
❒ Makes, confirms or adjusts predictions
❒ Uses prior knowledge to understand new text: (text to text, text to self, text to world)
❒ Asks questions to gain understanding
❒ Applies fix-up strategies when there is confusion:
• Re-reads
• Reads on to search for more information
• Looks at word parts - beginning and ending sounds
• Looks for little words in bigger words
• Puts in another word that makes sense
❒ Conveys story elements and important details in retelling
❒ Draws conclusions/inferences based on text
❒ Demonstrates fluency:
• Reads meaningful phrases
• Reads with expression
• Practices for improved fluency
After Reading
❒ Responds to text to show understanding
❒ Reflects:
• What did I learn?
• How is this important?
• What strategies worked well in this text?
❒ Summarizes
❒ Synthesizes
OCSD Literacy Guidelines
Page 41
11/1/02
Listening and Speaking Scale
Date and Context of Observation
Fall – yellow highlighter, Spring – green highlighter
Student’s Name
Grade
Scale Score:
Fall:
Spring:
3. Independent
4. Experienced
Listening
• Demonstrates some awareness of • Demonstrates awareness and un- • Demonstrates understanding and
• Focuses on own perspective with other perspectives but is pre- derstanding of other perspec- respect for other perspectives/
little or no awareness of others’ dominantly focused on own.
tives/points of view.
points of view
perspectives.
• Responds to some directions/ • Responds to most directions/ • Responds to all directions/quesSpeaking
questions posed by others.
questions.
tions and elicits additional informa• Offers little or no response to di- • Responds to directions/questions • Responds consistently to direc- tion.
rections/ questions posed by oth- at times with information that is tions/ questions with information • Responds consistently to direcers
relevant to the topic or situation. that is relevant to the topic or situ- tions/questions with relevant infor• May respond to directions/quesation.
mation and may extend response
tions with information that is genbeyond what is asked.
erally unrelated to the topic or
situation.
Listening
• Focuses attention when listening
for a minimal period of time.
Speaking
• Participates minimally in discussion or not at all.
• May raise questions or issues that
are random or disconnected from
the discussion.
• May speak spontaneously without
awareness of the need to take
turns.
• Focuses attention when listening
for a limited period of time.
• Participates in discussion at
times.
• May raise questions or issues that
are related to the discussion.
• Takes turns and/or shares the conversation with others at times.
• Focuses attention when listening
for a significant period of time.
• Participates substantively in discussion, allowing for the contributions of others.
• Makes appropriate comments
and/or asks relevant questions.
• Takes turns with others and
shares the conversation.
Listening
• Reacts to what others say in ways
that may be unrelated to the topic
or situation.
Speaking
• Demonstrates some awareness of
audience by conveying ideas.
• Communicates in a way that is
difficult to understand.
• Uses limited vocabulary.
• Reacts to what others say in ways
that correspond to the meaning
of the topic or situation.
• Demonstrates awareness of audience; tries to connect to their interests.
• Communicates in a way that is
comprehensible.
• Uses simple, repetitive vocabulary.
• Reacts to what others say in ways • Reacts to what others say in ways
that indicate an understanding of that show understanding and that
the topic or situation.
may enhance the situation.
• Demonstrates an awareness of • Demonstrates an awareness of auaudience by connecting to their dience by providing listeners with
interests through explanation.
complete information and detailed
• Communicates ideas clearly with explanations.
some supporting details.
• Communicates well-developed
• Uses descriptive vocabulary.
ideas clearly elaborating with relevant details.
• Uses lively and descriptive vocabulary.
Organizational
Clarity
Responsiveness
2. Beginning
Participation
1. Emerging
• Focuses attention when listening
for an extended period of time.
• Participates fully and actively in
discussion, encouraging the contributions of others.
• Makes insightful comments and
asks thoughtful questions.
• Takes turns, shares the conversation, and holds the attention of others when speaking.
Listening
• Absorbs information, but with • Absorbs relevant information and • Demonstrates keen awareness of
• Absorbs information with diffi- little discrimination between discriminates between what is what has been conveyed; discrimiculty.
what is relevant and irrelevant.
and is not relevant.
nates sharply between what is and
Speaking
• Communicates gist of the idea • Communicates main idea effec- is not relevant
• Communicates in a fragmentary but may wander from topic, tively; may make connections to • Communicates ideas effectively in
or random manner.
overall coherence is tentative.
other ideas.
an organized and cohesive manner
• Coordinates tone of voice and fa- • Coordinates tone of voice and • Coordinates tone of voice, as well with meaningful connections.
cial gestures with ideas occasion- facial gestures with ideas.
as facial and body gestures, to • Uses tone of voice, volume, pace,
ally.
convey meaning of ideas.
repetition, and gestures to enhance
meaning of ideas.
OCSD Literacy Guidelines
Page 42
11/1/02
Listening Observation Checklist
Student
Teacher
Independent
Needs
Occasional
Prompting
Date
Needs
Frequent
Prompting
Not
Observed
1. Listens during teacher
presentation
2. Listens & responds to a
specific task
3. Follows oral instructions
4. Listens when teacher reads
5. Listens during student
presentations
6. Listens during group
discussions
Speaking Observation Checklist
Independent
Needs
Occasional
Prompting
Needs
Frequent
Prompting
Not
Observed
1. Speaks in complete sentences
2. Orally communicates needs &
ideas
to the teacher
to other children
in small groups
in large groups
3. Asks questions related to topic
4. Answers questions related to
topic
5. Takes turns appropriately when
engaged in conversation
6. Uses appropriate oral
communication skills for
different circumstances
OCSD Literacy Guidelines
Page 43
11/1/02
Grade Level Genres/Skills
Level
Kindergarten
Reading
Writing
Variety of material with limited text, repetitive language, simple illustrations, such as
picture books, concept books, poetry, nursery rhymes, and dictated stories.
Daily interactive writing
Journal entries
Class poetry
Grade 1
Variety of material with limited text, repetitive language, simple
illustrations.
“How to” books
Poetry
Fiction/nonfiction
Electronic books
Journal entries
Daily interactive/shared writing
Complete sentences
Begin developing paragraphs
Class-made books
Poetry (including Cinquain)
Grade 2
Poetry
Fiction/nonfiction
Stories
Plays
Picture books
Chapter books
Tall tales
Simple articles
Advertisements
Electronic books
Journal entries
Friendly letter/thank you notes
Poetry (incl. free verse and shape poems)
Short report (1-2 paragraphs)
Tall tale
Descriptive paragraph
Book summary
Advertisement/slogan (point of view)
Grade 3
Fantasy
Fable
Folktale
Legend
Biography
Poetry (incl. haiku, free verse)
Fiction/nonfiction
Children’s articles
Advertisements
Diaries/journals
Electronic books
Journal entries (math, literary response, science and
social studies learning logs)
Original text
Simple outlines/graphic organizers
Fantasy
Book/movie review
Poetry (incl. haiku, free verse)
Chronological narrative
Fable
Friendly or persuasive letter
Short report of several paragraphs
Essay (incl. compare/contrast)
Editorial
CRQ/DBQ responses
“How to” piece
Grade 4
Realistic fiction
Historical fiction
Legends
Biographies
Poetry (incl. diamante)
Fiction/nonfiction
Children’s articles
Editorials in student newspapers
Advertisements
Diaries/journals
Electronic books
Journal entries (literary response, math response, science and social studies learning logs)
Original text – realistic fiction, historical fiction
Poetry (incl. diamante)
Essay (incl. persuasive, responsive, interpretive)
Friendly or persuasive letter
Business letter
Editorial for class/school newspaper
Historical fiction
Biographical sketch
Simple outline/graphic organizer
Summary/book report
DBQ response
Literary response
Short report using at least two sources
OCSD Literacy Guidelines
Page 44
11/1/02
Grade Level Genres/Skills
Level
Reading
Writing
Grade 5
Short stories
Novels
Fairy tales/folktales
Literary reviews
Biographies and autobiographies
Published diaries/journals
Poetry (incl. limerick)
Fiction/nonfiction
Newspaper/magazine articles
Reference materials
Electronic databases and web sites
Journal entries (literary response, math response,
science and social studies learning logs)
Original
Fairy tale
Movie and Literary reviews
Poetry (incl. limerick)
Biography
DBQ (incl. scaffolding)
Simple outline/graphic organizer
Labels and captions
Business letter
Friendly letter, thank you note, e-mail
Essay (incl. expository, persuasive, responsive, interpretive)
News article
Report with three citations
Summary
Grade 6
Short stories
Historical fiction
Myths/legends
Folktales
Plays
Poetry
Novels
Biography
Published diaries/journals
Nonfiction
Reference materials
Electronic databases and web sites
Newspaper/magazine articles
Journal entries (literary response, math response, science and social studies learning logs)
Original text
Research Report with three sources (incl. Works Cited
in MLA format)
Notes/outline/graphic organizer
Myth
Poetry
Essay (expository, descriptive, persuasive, interpretive)
Travel brochure
News article
Friendly letters/e-mail
Historical fiction
Math exam response
Concise summary
Movie and book reviews
Grade 7
Historical fiction
Mystery
Short Stories
Myths/legends/folktales
Biographies and autobiographies
Published diaries/journals
Plays
Poetry (incl. lyric and narrative)
Essays
Novels
Nonfiction
Reference materials
Newspaper/magazine articles
Electronic databases and web sites
Journal entries (with personal response)
Summary, brochure, or guide
News article
Editorials
Literary critiques
Character analysis
Poetry
Science Fiction
Friendly letters, notes, e-mail messages
Business letter
Expository and compare/contrast essay
Interpretive and responsive essays
Research paper with at least three sources
Reviews of books, movies, poems, or plays
Historical Fiction
Science fiction
Short stories
Myths/legends
Plays
Poetry (incl. lyric and narrative)
Novels
Published diaries/journals
Nonfiction
Reference materials
Newspaper/magazine articles
Electronic databases and web sites
Journal entries (with personal response)
Memoir
Historical fiction
Literary critiques
Short Story
Poetry
Thank you note/e-mail messages
Compare/contrast essay
Expository essay
Interpretive and responsive essay
Research paper with at least 3 sources (w/sources
cited in the text)
News article
Editorials
Summary, brochure, or guide
Reviews of books, movies, poems, or plays
Grade 8
OCSD Literacy Guidelines
Page 45
11/1/02
Grade Level Genres/Skills
Level
Reading
Writing
Grade 9
Shakespearean play
Short story
Poetry (incl. sonnet)
Novels
Nonfiction (incl. speeches, essays, literary criticism)
Reference materials
Newspapers, periodicals, journals
Online and electronic databases and web sites
Thesis/support paper
Interpretive journal and personal response
Literary perspective piece
Poetry
Perspective piece (historical, cultural, social, and psychological)
Original and imaginative pieces
Expository essay
Reviews of books, drama, and films
Social communication
Grade 10
Shakespearean play
Short story
Poetry (incl. lyric)
Novels
Historical fiction
Nonfiction (incl. speeches, essays, literary criticism)
Reference materials
Newspapers, periodicals, journals
Online and electronic databases and web sites
Article
Thesis/support paper
Analytical journal entries and personal response
Literary perspective piece
Poetry
Creative piece (short story or myth)
Perspective piece (historical, cultural, social, and psychological)
Social communication
Grade 11
American play
Short story
Poetry (incl. narrative)
Novels
Historical fiction
Nonfiction (incl. speeches, essays, literary criticism)
Reference materials
Newspapers, periodicals, journals
Online and electronic databases and web sites
Persuasive essay
Argumentative essay
Analytical journal entries/personal response
Literary analysis (incl. critical lens)
Poetry
Critiques
Original and imaginative pieces
Social communication
Grade 12
Shakespearean play
Short Story
Poetry (incl. elegy)
Novels
Nonfiction (incl. speeches, essays, literary criticism)
Reference materials
Newspapers, periodicals, journals
Online and electronic databases and web sites
College application essay
Analytical journal entries/personal response
Literary analysis
Poetry
Critiques
Original and imaginative pieces
Social communication
OCSD Literacy Guidelines
Page 46
11/1/02
OCSD Literacy Guidelines
Page 47
11/1/02
Comments:
Parent signature
Comments:
Independent Reading Habits:
• Enjoys reading
• Reads independently
• Reads for different purposes
• Reads at appropriate independent level
• Knows what to do when s/he
doesn’t understand what is
read
• Knows what to do when s/he
is stuck on a word
By:
By:
By:
By:
By:
By:
By:
By:
By
18.
19.
20.
21.
22.
23.
24.
25.
By:
16.
17.
By:
By:
10.
15.
By:
9.
By:
By:
8.
14.
By:
7.
By:
By:
6.
13.
By:
5.
By:
By:
4.
12.
By:
3.
By:
By:
2.
11.
By:
1.
School
Teacher
Title/Author
Grade
Pupil’s Name
Date Finished
Independent Reading Cards
For Grades 1-6
OCSD Literacy Guidelines
Page 48
11/1/02
* What Works: Research About
Teaching and Learning, U.S.
Dept. of Education, 1986
It is the district’s expectation that
each student read a minimum of
twenty-five books over the course
of the year. The over-riding goal
should be to develop a daily habit
of reading for enjoyment.
Children improve their reading ability by reading a lot. Reading achievement is directly related to the amount
of reading children do in school and
out- side.
We in the City School District of
Oswego believe that each child
can learn to read. We believe that
each child should enjoy reading.
Reading List
Select a book to read. Enter the title and the author on this reading list. When you have completed it, write
the genre, and the date. If you abandoned it, write an (A) and the date you abandoned it in the date column.
Note whether the book was easy (E), just right (JR), or a challenging (C) book for you.
#
Title
Author
Genre
Date
Completed
E,
JR, C
©Copyright, 2001, Introduction to Reading Workshop, Grades 3-6: Independent Reading, Guided Reading and Literature
Study, I.C. Fountas & G.S. Pinnell. These forms may be reproduced.
OCSD Literacy Guidelines
Page 49
11/1/02
#
Title
Author
Genre
Date
Completed
E,
JR, C
©Copyright, 2001, Introduction to Reading Workshop, Grades 3-6: Independent Reading, Guided Reading and Literature
Study, I.C. Fountas & G.S. Pinnell. These forms may be reproduced.
OCSD Literacy Guidelines
Page 50
11/1/02
Literature Circle - Role
Name
Book
Pages
to
Your job is h find connections between the book and you, or
between this book and another book you read.
Some connections I made between this reading and myself or
another text am.
OCSD Literacy Guidelines
Page 51
11/1/02
Literature Circle - Role
Name
Book
Pages
to
Your job is to draw a picture about the reading you have just
done. Make your drawing here or on the other side of this
sheet.
OCSD Literacy Guidelines
Page 52
11/1/02
Literature Circle - Role
Name
Book
Pages
to
Your job is to find a few sections or paragaraphs that you found
interesting for the group to talk about.
Page number
Paragraph or line number
Reason for picking:
Page number
Paragraph or line number
Reason for picking:
OCSD Literacy Guidelines
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11/1/02
Literature Circle - Role
Name
Book
Pages
to
Your job is to write down a few questions that you have about this
part of the book.
My questions about today’s reading were.
OCSD Literacy Guidelines
Page 54
11/1/02
Literature Circle - Role
Name
Book
Pages
to
Your job is to prepare a brief summary of today’s reading.
Summary.
Important events.
OCSD Literacy Guidelines
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11/1/02
Literature Circle - Role
Name
Book
Pages
to
Your Job is to be on the lookout for a few words that have a
special meaning, or words that are hard to read or understand in
today’s reading.
Word:
Definition:
Page
Word:
Definition:
Page
Word:
Page
Definition:
OCSD Literacy Guidelines
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11/1/02
OCSD Literacy Guidelines
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11/1/02
• I agree because…
• I disagree because…
• I also noticed…
• I didn’t understand…
• What do you mean…
• Can you show me where that
is in the book?
• Why do you think that?
• How do you know that?
• I think the author
meant…
• Please explain more
about what you mean…
• We are getting far away
from the text.
• I disagree because…
• I also noticed…
• I didn’t understand…
• What do you mean…
• Can you show me where
that is in the ibook?
• Why do you think that?
• How do you know that?
• I think the author
mean…
• Please explain more
about what you mean…
• We are getting for away
from the text.
Literature Circle
Language
• I agree because…
Literature Circle
Language
• We are getting far away
from the text.
• Please explain more
about what you mean…
• I think the author
meant…
• How do you know that?
• Why do you think that?
• Can you show me where that
is in the book?
• What do you mean…
• I didn’t understand…
• I also noticed…
• I disagree because…
• I agree because…
Literature Circle
Language
• We are getting far away
from the text.
• Please explain more
about what you mean…
• I think the author
meant…
• How do you know that?
• Why do you think that?
• Can you show me where that
is in the book? ‘
• What do you mean…
• I didn’t understand…
• I also noticed …
• I disagree because…
• I agree because…
Literature Circle
Language
Teacher Prompts for Literature Circles
Positive comments to affirm students’ responses:
• That was good thinking.
• I like the way you backed up your thinking with your own experiences.
• That was a nice connection you made to another book you read.
• I like the way you are listening to each other.
• I like the way you added to__________’s comments.
• You’re really thinking.
• You’ve got some good ideas.
Encourage students to provide evidence:
• What makes you think that?
• Can you provide some details?
• What part of the story led you to that conclusion?
• I like the way you are providing details to support your thinking.
• I can see why you think that because of the evidence you have given us.
Guide students to elaborate/extend their thinking:
• Can you say more about that?
• Please be more specific?
• Can anyone add to_________’s comment/description/idea?
• What else does that make you think of?
Encourage making connections:
• What does that remind you of?
• I like the way you are connecting_____________.
• Can anyone think of a connection here?
• That makes me think of _______________.
Restate students’ ideas to help them clarify meaning:
• Do you mean?
• Could it be ?
• Maybe____________ is trying to say that
Encourage inferring, summarizing, synthesizing:
• Why do you think __________?
• What is the author trying to say?
• What was that all about?
• What’s the big idea?
• Some of the important ideas to remember here are______________.
• What did you learn that was new?
• How have your ideas changed?
Promote analyzing and criticizing text:
• What type (genre) of text is this?
• How is this book like . . . (examples of books from other genres)?
• What’s the problem in this story?
• How important is the setting to the plot of the story?
• How did the author make you interested in the story?
• Do you think the characters/events are believable? Why or why not?
• What do you notice about the author’s writing?
OCSD Literacy Guidelines
Page 58
11/1/02
Kindergarten Word List A
the
am
all
and
we
on
a
come
cat
I
is
mom
to
this
dog
look
at
dad
can
see
yes
up
my
go
in
no
like
here
me
it
OCSD Literacy Guidelines
Page 59
11/1/02
First Grade Word List B
said
so
are
some
don’t
just
there
father
his
got
love
were
now
oh
an
play
they
new
not
eat
house
after
him
out
will
good
little
baby
for
had
home
but
walk
ask
friend
Mr.
very
let
how
know
boy
with
morning
her
OCSD Literacy Guidelines
you
he
was
she
if
way
went
that
down
time
came
back
cry
bed
where
of
think
help
take
school
one
or
Page 60
do
always
did
who
kid
by
sister
more
old
ran
sat
ride
hand
our
try
over
thank
saw
give
Mrs.
find
run
big
stop
day
pet
hard
their
has
again
why
sit
what
off
fun
tell
took
keep
says
be
have
us
11/1/02
Second Grade Word List C
because
should
great
car
stay
until
use
papa
your
grand
get
push
side
body
read
Miss
nice
never
about
first
around
soon
door
room
gave
ball
each
shout
turn
began
mother
hurry
when
too
could
from
OCSD Literacy Guidelines
them
any
other
night
sleep
say
found
sure
watch
pull
does
every
ever
mama
thought
would
long
then
Page 61
thing
want
make
put
as
right
well
may
made
while
lady
dear
man
next
lot
mean
bed
floor
surprise
own
self
better
still
blue
only
brother
wait
shop
teacher
through
fast
bath
together
feel
tomorrow
head
11/1/02
Action
Where
When
Character
Title
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OCSD Literacy Guidelines
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Where
When
Character
Title
Problem
Action
Solution
OCSD Literacy Guidelines
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Where
When
Character
Title
Goal
Action
Solution
OCSD Literacy Guidelines
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11/1/02
Where
When
Character
Title
Goal
Problem
Set-up
Problem
Solution
Set-up
Solution
OCSD Literacy Guidelines
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11/1/02
Where
When
Character
Title
Goal
Set-up
Goal
Problem
Set-up
Problem
Solution
Set-up
Solution
OCSD Literacy Guidelines
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11/1/02
Where
When
Character
Title
Goal
Set-up
Goal
Problem
Set-up
Problem
Solution
Set-up
Solution
Page 68
Where
When
Person
Animal
Thing
Types:
Character
Goal
Set-up
Types:
Person
Animal
Thing
Key Word:
“wanted”
Goal
“why?”
Problem
Set-up
Key Word:
Solution
“didn’t get”
“how?”
Solution
Set-up
“couldn’t get”
Key Word:
Problem
➤
Title
➤
OCSD Literacy Guidelines
11/1/02
OCSD Literacy Guidelines
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CHARACTER
WHENNY
WHEREY
GOAL
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PROBLEM
SOLUTION
PSU
SSU
OCSD Literacy Guidelines
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11/1/02
DETAILS
OCSD Literacy Guidelines
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11/1/02
Five Step Editing
Use one
of these
to end a
sentence.
.
?
!
e
Us ces
n
a
sp twee .
s
be ord
w
Start a
sentence
with a
capital
letter.
Use
capital
letters for
proper
nouns.
Check
spelling.
Revising and Editing Marks
take something away
add something
check spelling
capitalize
indent the paragraph
OCSD Literacy Guidelines
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11/1/02
Editing Marks
Symbol
Meaning
............. spelling error
............. capitalize
............. lower case
............. fragment
............. new paragraph
............. delete (remove)
............. insert
............. insert quotation marks
............. insert puntuation mark
............. apostrophe
............. run-on sentence
............. transpose
OCSD Literacy Guidelines
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Work Cited
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Works Cited
Areglado, Nancy and Mary Dill. Let’s Write: A Practical Guide to Teaching Writing in the Early Grades.
New York: Scholastic, 1997.
Allington, Richard L. What Really Matters for Struggling. Readers. New York: Addison-Wesley, 2001.
Allington, Richard L. and Sean A. Walmsley, eds. No Quick Fix. New York: Teachers College Press, 1995.
Au, Kathryn H., Jacquelin H. Carroll and Judith A. Scheu. Balanced Literacy Instruction: A Teacher’s
Resource Book. Massachusetts: Christopher-Gordon Publishers, Inc. 1997.
Beaver, Joetta. Developmental Reading Assessment Teacher Resource Guide. New Jersey: Celebration
Press, 2001.
Beaver, Joetta and Mark A Carter. Teacher Guide Developmental Reading Assessment Grades 4-8. New
Jersey: Celebration Press, 2003.
Blevins, Wiley. Building Fluency: Lessons and Strategies for Reading Success. New York: Scholastic,
2001.
Calkins, Lucy McCormick. The Art of Teaching Writing. New Hampshire: Heinemann, 1994.
Cunningham, Patricia M. Phonics They Use. New York: Harper Collins, 1995.
Cunningham, Patricia M. and Dorothy Hall. Making Big Words. California: Good Apple, 1994.
Cunningham, Patricia M. and Dorothy Hall. Month-By-Month Phonics. North Carolina: Carson-Dellosa,
1998.
Daniels, Harvey. Literature Circles, 2nd edition. Maine: Stenhouse, 2002.
Fletcher, Ralph and JoAnn Portalupi. Writing Workshop: The Essential Guide. New Hampshire: Heinemann,
2001.
Fountas, Irene C. and Gay Su Pinnell. Guided Reading. New Hampshire: Heinemann,1996.
Fountas, Irene C. and Gay Su Pinnell. Guiding Readers and Writers Grades 3-6. New Hampshire:
Heinemann, 2001.
Fountas, Irene C. and Gay Su Pinnell. Matching Books to Readers: Using Leveled Books in Guided Reading,
K-3. New Hampshire: Heinemann, 1999.
Fountas, Irene C.and Gay Su Pinnell. Word Matters: Teaching Phonics and Spelling in the Reading/ Writing
Classroom. New Hampshire: Heinemann, 1998.
Gentry, J. Richard. Spel Is a Four Letter Word. New Hampshire: Heinemann, 1987.
Graves, Donald H. Writing: Teachers and Children at Work. New Hampshire: Heinemann, 1983.
Hackney, Clinton S. Handwriting. Ohio: Zaner-Bloser, Inc., 2003.
Harste, Jerome, Kathy G. Short and Carolyn Burke. Creating Classrooms for Authors. New Hampshire:
Heinemann, 1988.
Harvey, Stephanie. Nonfiction Matters: Reading, Writing and Research in Grades 3-8. Maine: Stenhouse,
1998.
Harvey, Stephanie and Anne Goudvis. Strategies That Work. Maine: Stenhouse, 2000.
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Harwayne, Shelley. Lasting Impressions. New Hampshire: Heinemann, 1992.
Heard, Georgia. For the Good of the Earth and Sun: Teaching Poetry. New Hampshire: Heinemann, 1989.
Hoyt, Linda. Revisit, Reflect, Retell. New Hampshire: Heinemann, 1999.
Hoyt, Linda. Snapshots: Literacy Minilessons Up Close. New Hampshire: Heinemann, 2000.
Keene, Elin Oliver and Susan Zimmermann. Mosaic of Thought. New Hampshire: Heinemann, 1997.
Lee, Martin and Marcia Miller. Quick and Fun Writing Activities Just for Young Learners. New York:
Scholastic, 2001.
McCarrier, Andrea, Gay Su Pinnell and Irene C. Fountas. Interactive Writing. New Hampshire: Heinemann,
2000.
Miller, Debbie. Reading With Meaning. Maine: Stenhouse, 2002.
Morrow, Lesley Mandel. The Literacy Center: Contexts for Reading and Writing. Maine: Stenhouse, 1997.
Oswego Primary Assessment of Literacy Handbook. New York: Oswego City School District, 2000.
Payne, Carleen DaCruz and Mary Browning Schulman. Getting the Most Out of Morning Message and
Other Shared Writing Lessons. New York: Scholastic, 1998.
Rhodes, Lynn K. and Nancy L. Shanklin. Windows Into Literacy Assessing Learners K-8. New Hampshire:
Heinemann, 1993.
Routman, Regie. Invitations: Changing as Teachers and Learners K-12. New Hampshire: Heinemann,
1991.
Trelease, Jim. TheRead-Aloud Handbook. New York: Penguin Books, 1985.
Weaver, Constance. Reading Process and Practice, 2nd Edition. New Hampshire: Heinemann, 1994.
Worthy, Jo and Karen Braddus. “Fluency Beyond the Primary Grades: From Group Performance to Silent,
Independent Reading”. The Reading Teacher December 2001/January 2002: 334-343.
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