Union County Schools
Literacy Framework 5K
2005-06
A Plan for Balanced Literacy
and Best Practices for
Our Children
Foundations of Literacy
Oral Language Development
Literacy and Play
Literate Environment
Building Community
Letter Formation and Directionality
Balanced Literacy- Reading
Read Aloud
Shared Reading
Mini-shared Reading
Guided Reading
Independent Reading
Balanced Literacy - Writing
Modeled Writing
Shared Writing
Guided Writing
Independent Writing
Foundations of Literacy
What does it look like in your
classroom?
Oral Language Development
The use of poems, rhymes, songs
Retelling stories from memory or from
pictures
Acting Out stories and role plays
Making up stories to match pictures
Students learning to ask good questions
Interviews
Asking open-ended questions
Learning to “tell more” about a topic
Literacy and Play
Props available:
costumes,puppets, etc.
Acting out books,
poems, stories, songs
Related writings
available in each center
(ex. Blank sheets for
menus in the cooking
center to “take orders”,
making a grocery list,
notes for the phone,
Labels in the block
center
Newspapers and
magazines in the house
center.
Design the layout
before building in the
block center.
Fine & gross motor
activities: finger plays,
jump rope rhymes, etc.
What is a Literate
Environment?
Print-rich
Labeled room
Restaurant menus
Writing supplies
Books that relate to
your centers
Flip Books
Picture dictionaries
Environmental print
Magazines
Reading the room
Child carries clipboard to
copy words in room
Blank plan book in block
center- child designs 1st
what he will build.
Marbled book and drawing.
Building Community
Morning
Meeting
Class
Sharing
ME
boards
Circle Time Rug Time
Positive
remarks
Interviews Write to
to Big Book Grandparents
Class
Me Boxes
Celebration
Baby
Our Pets
Picture Act.
Morning
Message
Child’s
name used
Teamwork
building
Family
photos
Directionality and Letter
Formation
Brain Research notes the
connection between
continued problems with
directionality and struggling
readers.
Teaching Letter Formation:
Top down
Left to right
Verbalizing formations – say as you model
write –child should verbalize, too.
Consistent terminology should be used when
teaching each letter formation.
Initial teaching and practice should be done
on unlined paper.
Use of large surfaces helpful (chalkboard,
white board, large paper)
Use tactile strategies when needed (shaving
cream, sand, sand paper, grits, chalkboards)
Balanced Literacy - Reading
What does it look like in your
classroom?
Read Aloud – teacher directed
Teacher:
Carefully selects
books in advance.
Stresses concepts
about print (CAP)
Models oral
expression and
conveys the joy of
books.
Child:
Listens attentively
for understanding.
May or not be
interacting with tchr.
Does not
necessarily have
access to the print.
More About Read Aloud
Good Materials:
Lots of books
Big Books
Songs and Poems
on chart paper
Nonfiction
Articles of interest
from newspapers
and magazines.
Last About Read Aloud….
Strive for a minimum of 3 books per day
(not including songs, poems, or the
guided reading choice).
Remember, you don’t always have to
read the entire article, book, etc.
Remember the purpose for Read Aloud
(bldg comprehension, language and
vocabulary, good oral expression, and a
love of great books!)
Shared Reading –
Teacher and students interact as teacher
demonstrates the reading and writing process.
Teacher:
Child:
1st time, reads entire
Must have access
book to familiarize
to the text/print.
child with the story.
Mimics his
May work with same
teacher’s
demos
book(s) for several
Might act out the
days.
story
Exposes child at least
8 times to same text.
Becomes familiar
Shared Reading Tips
Use familiar text to
Materials:
teach:
Big Books
CAPS
Poems, Songs, (big
Reading
strategies
print) on chart paper
Known words
Individual books,
Elements of writing
songs, poems, for
Questioning
students
Alphabet
in
context,
Aver Key and TV
and more!
Concepts About Print (CAPS)
– important to share w parents
Directionality: Eyes Move Left to Right
Where is Front/back of book?
Who is Author?
Illustrator?
What are Spaces?
Letter vs. word?
Word vs. sentence?
Materials for Highlighting
CAPS in Shared Reading
Wicky sticks to wrap words
Highlighting tape (Really Good Stuff & Crystal
Springs catalog)
Windows in postcards
Neon (see-thru) book covers for
highlighting strips. (Dollar Tree)
Mini-shared Reading- shared reading
w small groups who need a skill.
Major points:
If teaching a skill,
the book should be
familiar.
Must know who
needs what
Number in group
depends on who
needs the skill.
Ideas to consider:
Workshops- use Big
Book or multiple
copies
Picture walks
important
Don’t forget poems,
songs, charts,
school pledge, etc.
Guided Reading – flexible, small group
instruction based on need, ability or interest.
The Teacher:
The Child:
Knows child’s needs
Moves in/out of
thru conferences.
groups as needed.
Remembers flexibility
Has access to the
– no redbirds!
text.
Assistant must know
Works with familiar
needs as well!
Plans most instruction texts when working
on skills.
on assessed needs.
Independent Reading
Materials:
Bagged books based
on level and/ or interest
Book baskets on tables
Books in centers that
relate to activity
Make and Take books
Reading center
organized for easy
access.
Ideas to consider:
Model how to select
books
CAPS review reg.
Set procedures
Build reading
stamina –5-10 min
twice daily
Goal for 5K Independent
Reading Time:
Help most children build to 20
minutes of SSR by the year’s end.
Balanced Literacy - Writing
What does it look like in your
classroom?
Modeled Writing
Teacher writes and:
Students:
“thinks out loud” to
Listening and
demo good strategies
watching attentively
Models what good
Mimicking teacher
writers do
strategies
Uses books to demo
Interact some, but
writer’s craft
mostly observe.
When to Model Write?
Circle Time
Calendar Time
Morning Message
Before Journals
Class stories
A LOT IN THE BEGINNING
Make connections to a familiar book to
demonstrate writer’s craft.
Shared Writing –
Interactive writing
Teacher:
Early on, teacher
models.
As determines
readiness, turn
some of the writing
over to students.
Students:
Share the pen.
Come to the
overhead, board,
chart paper, etc.
Write a letter, space,
word, sentence,
punctuation, etc.
Shared Writing and Practice
Writing should occur with
familiar text.
With NEW LEARNING, teacher
goes back to modeled writing.
Guided Writing- small group
work similar to guided rdg.
Teachers:
Provide small group
instruction w like
problems.
Assess writings to
determine need.
Move the advanced group
forward.
Give additional support to
struggling writers.
When to provide small
group writing time:
Workshops
Journal time
Pull small group
during Center Time.
Independent Writing
Students write independently as they:
draw, scribble, drite, write as they develop
skills.
write with and/or without teacher
directions.
Share their information in Author’s Chair,
w teacher, w assistant, w small group.
Change journal stories into books.
WE NEED YOU!
Please help us develop the foundations of
our framework. In your small group
meetings, add any great resources you
have at your school (professional books,
your favorite children’s resources, etc )
that address each area. Also, please
share any additional ideas that need to
be in our plan. This is YOUR framework!