Strategic Literacy Support
Stanley L. Swartz and Philip H. Swartz
Using CELL elements with both whole class and small groups
Expanding the traditional use of Read Aloud, Shared Reading, Interactive Writing and
Interactive Editing
How are you spending your small group time now?
Some children are struggling with whole class instruction
Have difficulty getting started in Guided Reading
or participating in Whole Class activities
Working in small groups can be more strategic
and focus on individual needs and confusions
Allows for collaboration with special teachers
Reading Aloud
whole group
children are not always able to see the text
emphasize story
access to difficult text
connections to text
small group
children can see the text
using little books
children connect what they hear to print
Shared Reading
whole group
limited availability of enlarged text
some children are not participating
small group
any text can be used
including little books
closer monitoring of participation
Interactive Writing
whole group
limitations on amount of participation
focused on group needs
small group
increased participation
focused on individual needs
Interactive Editing
whole class
limitations on amount of participation
small group
increased participation
more strategic
Strategic Literacy Support in Reading
Step 1
Choosing a text
Planning the purpose across strategies
Focusing on _________
Step 2
Reading text aloud
Teaching Points
Phonics, Comprehension
Step 3
Shared Reading
Using same text
Teaching Points
Building on conversations
from Read Aloud
Step 4
Guided Reading
Building on Read Aloud
and Shared Reading
Step 5
Independent Reading
Strategic Literacy Support in Writing
Step 1
Choosing a text
Shared Reading
Focusing on _________
Step 2
Interactive Editing
Choosing content words and creating list
Negotiating content list and writing text
Step 3
Interactive Writing
Writing more as an extension in topic area
Incorporating writing strategies and using
more creative skills and background knowledge
Not restricted to key content words
Step 4
Independent Writing
Writing text in topic area
Applying strategies within the first steps
to create better sentences and more sophisticated
language independently.
Levels of teacher support
and student independence in Reading
Interactive Read Aloud
Highest Support
Teacher reads
Student listens and follows along
Shared Reading
High Support
Teacher models
Teacher and students read together
Guided Reading
Moderate Support
Student reads
Teacher listens and prompts for strategies
Independent Reading
Low support
Student reads
Teacher observes and assesses
In writing, Interactive Writing and Interactive Editing provide various levels of
support.
They can provide High where the teacher is doing most of the work, Moderate where the
task is shared, and Low where the students are doing most of the work. The levels of
support depends on students’ needs.