Las Cruces Public Schools
Literacy Instructional
Delivery Guide
K-5
LCPS Literacy Instruction Delivery Guide
Introduction
Goal: To provide consistent, sequential instruction which implements scientifically-based
reading and writing and oral language research to enable students to become fully
competent in their literacy skills.
Literacy instruction should be supported by:
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Continuous assessment to inform and guide instruction
Alignment with the New Mexico State Standards
Daily instruction and engaged student practice in reading and writing
Research-based best practices for strategies and skills instruction
(Big Ideas/National Reading Panel, Marzano, Bloom, Keys to Comprehension)
Staff collaboration/communication about literacy (Professional Learning
Communities)
Protected block of time for daily literacy instruction
In-class and school-wide interventions for struggling readers
Supervision and monitoring of literacy instruction
Effective instruction is based on a “gradual release of responsibility” which indicates a
progression from teacher modeling and direct instruction to sharing responsibility through
guided practice and finally helping students become independent learners. (See Diagrams
on pages 5 and 6)
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CONTENTS
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General Instructional Procedures
Gradual Release of Responsibility Model
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Phonemic Awareness
Phonics/Word Study
Fluency
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Read Aloud
Shared Reading (Whole Group)
Guided Reading (Small Group)
Differentiation for Small Group Instruction
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Modeled Writing (Whole Group)
Interactive Writing (Whole Group K-3)
Shared Writing (Whole Group)
Guided Writing (Small Group)
Structured Independent Reading
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Daily Literacy Instructional Delivery Guide
Daily Literacy Instructional Delivery Guide
Daily Literacy Instructional Delivery Guide
Daily Literacy Instructional Delivery Guide
Daily Literacy Instructional Delivery Guide
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Glossary of Terms
Bibliography
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– Kindergarten
– First Grade
– Second Grade
– Third Grade
– Fourth/Fifth Grades
GENERAL INSTRUCTIONAL PROCEDURES
The components are described by what they would look like before, during and after a
literacy lesson. The description basically follows this pattern:
Before Instruction: The teacher:
 States objective
 Leads students to preview text, make predictions
 Accesses and activates students’ prior knowledge and schema
about topic, genre and/or text structure
 Develops and reviews vocabulary and concepts
 Sets purpose for reading
 Models/reviews strategies that will be needed to ensure success
During Instruction: The teacher encourages students to:
 Use strategic behaviors as they construct meaning for themselves
through:
 Making connections
 Using prior knowledge
 Rereading
 Summarizing
 Determining importance including main idea
 Self-questioning
 Monitoring and clarifying (words and meaning)
 Making and revising predictions
 Making inferences
 Visualizing
 Evaluating
 Work silently and independently
After Instruction: With appropriate teacher support, students:
 Revisit text (read and written) to examine and extend meaning
using oral and/or written responses related to the objective and
purpose
 Discuss use of strategies (What did you try? What worked?)
 Clarify words, meaning and/or vocabulary
 Encourage application in oral and written language
Assessment is ongoing throughout the above process as the teacher checks for
understanding.
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Gradual Release of Responsibility Model
This model indicates a progression from teacher modeling to shared reading and writing, to guided reading and writing
in small groups and to independent reading and writing.
Teacher Directed
Joint Practice Scaffolding
Student Practices Under
Teacher Guidance
Independent Use
The teacher does all the work
through modeling and
demonstrating. Think aloud is a
core strategy.
 Model thinking
 Model fluency
 Explicit strategy instruction
The teacher invites the student
to participate.
 Students share thinking
 Students and teacher
collaborate
I DO
YOU WATCH
I DO
YOU HELP
Students do the work with help
from the teacher.
 Students share most of thinking
 Students explain how strategy
use helps him/her understand
text
 The teacher supports the
students by suggesting
strategies and helping students
use those strategies
YOU DO
I HELP
Students read and write for
different purposes.
 Students apply the strategies
and skills they have learned
YOU DO
I WATCH
Adapted from Keene, Mosaic of Thought, pg. 225, by Carol Carlson District 102, August 2003
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GRADUAL RELEASE OF RESPONSIBILITY
DEPENDENT
SHARED
To Learners
Learners
With Learners
initiates
models
explains
thinks aloud
shows how to “do it”
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student
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listens
observes
may participate on a
limited basis
instructional context
reading and writing
aloud
shared read aloud
direct explanation
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Shared Demonstration
teacher
demonstrates
leads
negotiates
suggests
supports
explains
responds
acknowledges
student
listens
interacts
collaborates
responds
approximates
participates as best he can
instructional context
shared reading and writing
interactive reading
shared read aloud
By
Guided Practice
student
Handover of Responsibility
Demonstration
teacher
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INDEPENDENT
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applies learning
takes charge
practices
problem solves
approximates
self-corrects
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teacher
scaffolds
validates
teaches as necessary
evaluates/observes
encourages/clarifies
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instructional context
guided (silent) reading
reciprocal teaching
literature conversations
partner reading
guided writing
experiences
teacher
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Reading Essentials by Regie Routman (Heinemann:Portsmouth, NH); 2003
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Independent Practice
student
initiates
self-monitors
self-directs
applies learning
problem solves
confirms
self-evaluates
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scaffolding
assists as needed
responds
acknowledge
evaluates
sets goals
instructional context
independent reading and writing
informal conferences
partner reading
homework and assignments
PHONEMIC AWARENESS
Phonemic awareness is the understanding that words are made up of individual sounds which
can be manipulated to make new words.
PURPOSE: Students will understand that words are made up of individual sounds which can
be manipulated to make new words.
GROUPING:
Whole Group Instruction
Small Group Instruction as needed
TIME: 10-15 minutes daily
PROCEDURE: Instruction needs to follow a developmental hierarchy:
 Rhyming and alliteration
 Sentence segmenting
 Syllable blending and segmenting
 Onset-rime blending and segmenting
 Phoneme blending and segmenting
 Examples:
Rhyming – What word rhymes with ‘cat’ ‘bat’?
Syllable splitting – The onset of ‘cat’ is /k/, the rime is /at/.
Oddity – What word does not belong with the others: ‘cat’, ‘mat’, ‘ran’?
Phoneme Blending – What word is /k/ /a/ /t/?
Phoneme segmentation – What are the sounds in cat? /k/ /a/ /t/
Phoneme deletion – What is ‘cat’ without the /k/? at
Phoneme manipulation – What would ‘ca’ be if you changed the /t/ to an /n/?
Before: State and post objective
During: Teach activities (See What does it look like?)
After:
Restate objective
Students and teacher call attention to the phonemic awareness instruction received throughout
the day in all content areas.
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What does it look like?
Activities are interactive and oral.
Activities are short--no more than 10-15 minutes of direct instruction--and then
reinforced throughout the day.
There are allowances for individual differences.
Activities are deliberate, purposeful and based on students’ needs.
Activities should be engaging.
Activities should be on-going and spiraled.
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PHONICS/WORD STUDY
In addition to incorporating word and phonics study into reading and writing, direct instruction
in phonics and word study should be a part of the daily schedule. The most critical factor
behind fluent word-reading is the ability to recognize letters, spelling patterns and whole words
effortlessly (Adams, 1990).
The two largest tasks for students in the reading process are decoding and comprehension
(Southwest Development Laboratory). In order for a student to begin the comprehension
process, he or she must first learn to decode words. Explicit and systematic phonics
instruction clearly identifies a carefully selected and useful set of letter-sound relationships and
then organizes the relationships into logical instructional sequences (NRP).
Readers and writers use a range of strategies in word study which includes phonemic, visual,
morphemic, connections and inquiry.
PURPOSE: The purpose of word study is not to teach students to sound out words but to
give students strategies so they learn to recognize words quickly and
automatically, thereby increasing their reading fluency and comprehension.
GROUPING: Whole group with small groups for application or practice
TIME:
15-20 minutes
PROCEDURE:
Teachers explicitly and systematically instruct students on how to relate
letters and sounds, how to break spoken words into sounds, how to blend
sounds to form words, use onsets and rimes and morphemic analysis in
order to put this knowledge to use in reading actual words, sentences and
texts and in application to spelling and writing.
Before: State and post objective.
During: Provide specific activities such as: (These illustrate going from whole Group
to guided practice with partner or small group.)
 Students look for learned-letter sound relationship in their reading and add
to a chart of examples.
 Students in pairs or small groups write as many words as they can think of
demonstrating the learned relationship.
 Students explain the relationship to a partner and the partner offers
feedback.
 Students identify the word that illustrates this relationship which they wish
to use as their class memory jog.
After:
Restate objective.
Call attention to points learned in Read Aloud, Shared Reading, Interactive
Writing and Modeled Writing.
Apply in reading and writing.
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FLUENCY
Fluency is the ability to read a text accurately and quickly. Fluent readers read aloud
effortlessly and with expression. It is decoding and comprehending simultaneously.
PURPOSE: Fluency provides a bridge between word recognition, mechanics and
comprehension. Because fluent readers do not have to concentrate on identifying words, they
can focus on the meaning. Conversely, comprehension assists with fluency as children
predict or match what makes sense. They can make connections among the ideas in the text
and between the text and their background knowledge. In other words, fluent readers
recognize words and comprehend at the same time. Less fluent readers, however, must focus
their attention on figuring out the words, leaving them little attention for understanding the text.
(NRP)
GROUPING: May be whole group, small group, or with a partner
TIME: 10 minutes daily
PROCEDURE:
Before: Objective is stated and posted. The teacher models fluent reading daily. This
is done by reading aloud multiple times a day and reading multiple types of
texts to children using the proper intonation and rhythm. Factors which inhibit
fluency and can be addressed before reading are unfamiliarity with text,
limited vocabulary, difficulty with syntax and problems decoding.
 Identify word recognition error types
 Provide systematic word recognition instruction on specific skills
 Pre-teach word types in the text prior to reading
 Structure time for student to practice with a peer, adult or tape
 Practice high frequency words and phrases
 Help students select text at independent reading level
During: Daily fluency practice:
 Text is provided at independent reading level
 Think alouds
 Recall/Retelling
 Practice with words and phrases
 Add “signals” to text to show phrasing, rhythm
 Echo/Choral Reading, Partner/Paired Reading, Reader’s Theater
After:
The objective is restated.
Use repeated readings with guidance
Provide progress monitoring with fluency assessments
ASSESSING FLUENCY
 Select a grade level passage.
 Have student read for one minute.
 Compute the number of words read in one minute.
 Count the number of errors.
 Subtract the number of errors from the number of words read.
 Graph the student’s progress over time.
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READ ALOUD
Read Aloud is an instructional strategy that is important at all grade levels. During read alouds
teachers scaffold by demonstrating a variety of behaviors related to the reading act. These
include modeling fluent reading, questioning the text, understanding graphics that contain the
message and connecting illustrations to text as well as many other facets of reading. Read
alouds are usually done where students can be in close proximity to the teacher.
PURPOSE: Read alouds provide an adult model of fluent reading. Enjoying literature is a
primary purpose but other purposes can be achieved.* These include:
 Builds schema
 Develops a sense of story/text
 Develops vocabulary/comprehension
 Encourages prediction
 Develops active listening
 Provides opportunities for discussion
 Models comprehension strategies through “think alouds”
GROUPING: Whole Group Instruction
TIME:
20 minutes minimum daily
PROCEDURE: State and post objective. Students should be read aloud to multiple times
during the day.
Before: Most scaffolding for comprehension should occur before reading.
 Determine specific purpose, genre and topic for reading.
 Set behavior expectation.
 Activate prior knowledge.
 Make predictions.
 Discuss new concepts/vocabulary.
During: Model the enjoyment of reading and strategic reading
 Use “Think Alouds’ to support ideas, vocabulary, oral language
development, prediction, comprehension
After:
Restate objective
Discuss, revisit text, support, clarify, confirm students’ thinking
Retell or summarize
*Most comprehension instruction should occur before reading.
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SHARED READING
Whole Group Reading Instruction
The teacher reads with the students and the students actively contribute to the reading with the
teacher’s guidance. An enlarged text such as a big book, overhead transparency, wall chart,
etc. is used so that students and teacher may share in the reading. Shared reading stresses
phonemic awareness, phonics, vocabulary and text comprehension.
PURPOSE: Shared reading is used to teach/model strategies used by good readers which
can later be applied to guided and independent reading. These strategies
include introducing new concepts and vocabulary, practicing concepts not
mastered by most of the class or reviewing concepts.
GROUPING: Whole Group Instruction
TIME:
20 minutes
PROCEDURE:
Before: State and post objective
 Activate prior knowledge and build schema
 Introduce book/text features
 Set purpose/invite predictions
 Pre-teach or review concepts, vocabulary, phonics
 Graphic organizer may be introduced
During: Teacher models fluency. Students may echo, choral read, etc.
 Predictions are made about words, events, etc.
 Strategic questions are asked
 Information for specific purpose is located
 Text to self/text to text/text to world connections made
 “Think alouds” used
After:
Restate objective
Reread/revisit text
Check predictions
Check understanding through discussion and questioning
Student may reread text independently or with others
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GUIDED READING
Small Group Reading Instruction
The teacher puts together dynamic, flexible groups to explicitly teach effective reading
strategies for processing a variety of fiction and informational texts. Text is at the student’s
instructional level and teaching points are based on the reader’s needs. This structure allows
for intervention for addressing students with reading difficulties. Oral and/or written tasks may
follow instruction.
PURPOSE: To focus on strategic reading strategies and target instruction based on specific
student needs. Students may be grouped for a variety of purposes: Skill groups,
interest groups, literature circle, etc.
GROUPING: Small, flexible, fluid groups which change based on frequent assessment for
learning and progress monitoring.
TIME:
15 to 20 minutes daily per group
PROCEDURE:
Before: State and post objective
 Activate prior knowledge
 Introduce selection including a strategy statement and focus
 Provide summary
 Set purpose for reading
 Invite prediction
 Pose questions
 Graphic organizer may be introduced
During: Students may reread familiar text depending on grade. They may read new
text simultaneously using a “whisper voice” while the teacher “listens in” and
provides prompting.
 Teacher gives students time to clarify or confirm predictions, pose and
answer questions.
 One student at a time is given a formative assessment to determine
individual strengths or needs.
After:
Restate objective.
Teacher checks for understanding
Students retell or summarize the selection
Teacher debriefs the students’ use of strategies
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DIFFERENTIATION FOR SMALL GROUP INSTRUCTION
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Groups are based on systematic observations and ongoing assessment.
A variety of types of groups are used: groups based on reading/writing level; groups for
short-term instruction on specific skills; and heterogeneous, cooperative groups.
Each student receives small group reading/writing instruction through books and other
materials at his/her instructional level.
While the teacher meets with groups, students are engaged in a variety of appropriate
literacy activities through centers, independent reading/writing or other follow-up work.
Management procedures are in place so students work independently.
Small Groups during Guided Reading
Small group guided reading instruction is for all students, regardless of grade, and includes:
 Statement of objective, book introduction, student reading, discussion of
meaning, related phonics/word work, and writing within a fast-paced, 1-2 day
framework.
 Before reading, a short introduction provides students access to the text but
leaves work for them to do.
 During guided reading, students read simultaneously at their own rates on first
reading of the text while the teacher listens to individual students read and notes
specific strengths and needs. Students do NOT read text in “round robin”
fashion.
 After reading, objective is reviewed and students are engaged in talk that
furthers their understanding of the meaning of the text and assists them in
developing independent strategies for word solving.
Example of three different groups of students during guided reading time:
Group 1
Group 2
Group 3
Teacher-led guided
Comprehension
Literacy Activity*/
reading
centers
Independent reading
Literacy Activity*/
Teacher-led guided
Comprehension
Independent reading
reading
centers
Comprehension
Literacy Activity*/
Teacher-led guided
centers
Independent reading
reading
*Literacy activity may be writing, word study, etc.
Comprehension Centers:
 Should be meaningful. Teachers should be aware of the students’ abilities to
work independently. They may include writing or content area connections.
 Should accommodate a variety of learning levels, be open-ended, and be able
to be completed independently –in small groups, pairs, or individually.
 Should have reading and writing activities which are engaging, foster
discussion, extend learning.
 Usually are located around the perimeters of the classroom and away from
teacher-guided small group instruction.
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Small Group Guided Writing during Writing Workshop
Small groups are formed for guidance during the independent part of writing workshop
to help students make a smooth transition from the modeling or mini-lesson to independent
writing.
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Before writing, students retell their story/information from the modeled writing
session. The teacher assists the students in using higher-level sentence constructions
and vocabulary. Students practice orally with a buddy.
During writing, the teacher guides students to use specific strategies to write. These
may include cooperative learning, buddy talk, graphic organizers and writing tools for
support to practice strategies to write.
After writing, as the student works independently, the teacher continues to monitor
the student. They may use conferencing as a way to give feedback and help the
student improve the quality of his/her writing. Revision/ editing may happen at this
time.
Small group reading/writing instruction for all students includes:
 Appropriate before, during and after reading support
 Strategy instruction that is explicit, with modeling, guided and
independent practice, and follow-up discussion
 Oral discussion used as a scaffold for written responses
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Structured Independent Reading
The ultimate goal of reading instruction should be to develop independent strategic readers.
Structured independent reading involves children not only in reading books but in using all the
written materials in the classroom. There are several opportunities for independent reading
within the Literacy Guide. A separate time block, however, is not set aside for this purpose.
The engaged practices defined in this guide are built on oral, interactive, direct instruction.
During the guided reading time frame, independent reading or literature circles are often used
while the teacher works with a small group of students. Monitoring and feedback are important
aspects of independent reading. Independent reading time is not appropriate for students who
do not use it actively to read. Other independent activities must be scheduled for these
children.
Walls
Centers
Classroom
Library
Location in
Classroom
Possibilities for Independent Reading
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Variety of Texts to Read
Name chart
Rhymes/songs on large charts
Alphabet charts, number charts
Labels or lists
Posters
Word walls
Interactive writing; story maps, other writing
Anchor charts, pocket charts/stories
Directions
Text used in shared reading
Reference materials: encyclopedias, dictionaries, thesaurus
Informational books manuals
Maps, diagrams
Computer assisted instruction
Listening
Big books
Baskets of books for author studies
Leveled books
Poetry
Class-published books
Chapter books
How is Structured Independent-Level Reading Different from SSR ?
SUSTAINED SILENT READING
Student chooses any book to read.
Optional classroom library
Books may be above reading level
No checking by teacher
No writing involved
No instruction involved
No reading goals set
For everyone
LCPS Literacy Instruction Delivery Guide
STRUCTURED INDEPENDENT READING
Student chooses any book to read with teacher’s
guidance.
Classroom library is essential instructional tool.
Student reads “just right” books.
Teacher monitors comprehension.
Student keeps a reading record and writes a
variety of responses to what has been read.
Instruction occurs during mini-lessons and during
conferences.
Teacher and student set goals.
Differentiated
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MODELED WRITING
The teacher models the writing process using a think-aloud process to describe his/her
thinking to the students.
PURPOSE: Skills are explicitly modeled and are scaffolded. There are many opportunities
for oral language and vocabulary development. Modeled writing should reinforce
skills previously taught and may demonstrate the six traits of writing or the writing
process. A strong link can be made between reading and writing during modeled
writing.
GROUPING: Whole Group Instruction
TIME:
15 - 20 minutes
PROCEDURE: This writing is often composed on chart paper and used as an anchor chart for
future lessons such as revising or for focusing on one of the six traits of
writing.
Before: State and post objective.
Prior knowledge, connection is made.
During: The writing process is modeled by the teacher while focusing on limited target
areas stated in the objective. The teacher uses think alouds as a core
strategy.
The teacher elicits limited information and support from the students and
stays in control of the writing.
After:
Objectives are reviewed and students can refer to the model in their
independent writing.
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INTERACTIVE WRITING
K-3
The teacher and students share the pen, jointly composing and writing one or more sentences
on a chart or white board.
PURPOSE:
Interactive writing is used primarily with young children as they learn the basic
elements of writing such as:
 print concepts
 directionality
 spacing
 phonics usage
 phonemic awareness
 onsets and rimes
GROUPING: Whole Group Instruction
TIME:
15 minutes
PROCEDURE: After making a connection to personal experiences, literature or other prior
knowledge, the teacher involves the students in writing one or two sentences.
Before: State and post objective.
Build schema and elicit prior knowledge using common experiences,
literature, etc.
During: Students are called to the chart to compose the sentence one word at a time.
The teacher ensures that students feel successful by providing any necessary
support.
After:
Restate objective.
Group reads and rereads sentence(s).
Students or teacher may draw a picture of the sentence.
The writing can be placed at a center for further activities.
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SHARED WRITING
The teacher and students compose text together. Students contribute to and observe the
writing process, skill or technique as the teacher writes. Shared writing may take place in any
content area as a way to engage students in thinking.
PURPOSE:
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Develops fluency and expression
Focuses on points that need to be reinforced from reading and other areas
Demonstrates writing strategies, writing process
Demonstrates 6 traits as a way to enhance and assess writing
Develops understanding of structure of language
GROUPING: Whole Group Instruction
TIME:
Shared writing may be use as a written response to literature or content area
material or as a mini-lesson in writer’s workshop. Depending on its purpose it
may last from 10 to 30 minutes.
PROCEDURE: Students actively contribute to the discussion as the teacher scripts the
writing on a chart or white board.
Before: Objective is stated and posted. Prior knowledge is elicited and ideas are
generated for writing.
During: Teacher and students work together to compose the writing. Attention is
given to word choice, spelling, etc.
After:
Objective is restated. Students use writing as an anchor chart for modeling
future writing or for reading practice. Skills are taught for transfer to
independent writing.
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GUIDED WRITING
The teacher guides the students to use writing strategies. This supports the accurate
construction of text, effective spelling strategies and interesting text. It provides coaching for
students in the use of fluent sentences, good word choice, better organization, and the other
traits of quality writing This usually occurs during Writing Workshop but may be used when
students need help during any content writing.
PURPOSE: Guided writing provides opportunities to model/teach specific strategies based on
individual student needs. Conferring with all students takes place for the
purpose of helping students become better writers, not just to help them edit.
GROUPING: Small Group or Individual
TIME:
Varies according to need. This usually occurs as small groups work with the
teacher during independent writing time. The teacher provides feedback to all
students on a regular basis.
PROCEDURE: Support is provided on an individual basis or in a small group setting so
interventions and practice can be available to students who need help writing
independently. Feedback through conferring helps all writers.
Before: Lesson has been taught and student needs more help in understanding or
need help in extending their thinking.
During: Skills, strategies may be retaught; graphic organizers used; questioning
strategies, think alouds and any other techniques which may help the student
progress are used to coach the student to success.
After:
Revising, editing, sharing, publishing – students transfer learning to writing.
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DAILY LITERACY INSTRUCTIONAL DELIVERY GUIDE
KINDERGARTEN
Suggested
Time
ENGAGED DAILY PRACTICE
Instructional
The LESSON OBJECTIVE is stated and posted for
Components
each lesson. ASSESSMENT FOR LEARNING
is on- going.
PHONEMIC AWARENESS, PHONICS and WORD STUDY – 45 minutes
25 minutes
PHONEMIC AWARENESS/PHONICS
Phonemic
( WHOLE GROUP-Small groups or individuals may need Awareness
additional practice.)
Oral Language
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Systematic and explicit instruction
Phonics
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Active participation
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Fluency practice
Listening
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20 minutes
Onsets and rimes
Sequenced Phonemic Awareness
WORD STUDY
(WHOLE GROUP-Small groups or individuals may need
additional practice.)

Daily message

Word wall/high frequency words

Making words

Environmental print

Vocabulary (direct instruction)

Writing connection
READING - 90 minutes
20+ minutes INTERACTIVE READ ALOUD
(WHOLE GROUP in close proximity to the teacher)
Students should be read to multiple times during the day
and across curricular areas. Stamina (listening for
longer periods of time) should increase as the year
progresses.

“Think Alouds” should be used to model strategic
reading, vocabulary, etc.

Genres should be varied to reflect various text
structures.
5-10 minutes
FLUENCY
Fluency practice
may be
incorporated into
other areas such
as shared
reading.
(May be WHOLE GROUP, SMALL GROUP, PARTNER)
Fluency practice may be incorporated into shared
reading, read aloud or phonemic awareness/phonics
activities.

Choral reading, echo reading, word and phrase
reading, letter recognition

Partner reading

Reader’s theater

Scheduled fluency rate check
15-20
minutes
SHARED READING
(WHOLE GROUP-Skilled and strategic reading by the
teacher is done in an engaged setting where the learning
and reading knowledge is shared, supported and
practiced. Text is seen by all: big book, shared text,
transparency, chart, etc.) The students

Enjoy reading through books, chants, songs
and poetry in a variety of genres

Get book language in their heads

Teacher models how a fluent reader
reads
LCPS Literacy Instruction Delivery Guide
Page 20
Phonemic
Awareness
Oral Language
Phonics
Listening
Comprehension
Vocabulary
Listening
Oral Language
Fluency
Comprehension
Oral Language
Phonemic
Awareness
Phonics
Vocabulary
Writing
2/12/2016




Students at various reading levels share
a common reading experience

Students make reading/writing
connection
Learn concepts about print
Increase reading vocabulary
Learn to be strategic readers
 Model good reading behaviors
 Sample, predict and confirm
 Use unknown word strategy
 Link known to unknown
 Identify meaningful chunks
 Use cueing system
45 minutes
GUIDED READING
Effective small
group instruction
may begin with a
single group
while other
students work
independently or
in literacy
centers. By
semester end, all
students should
be working in
small groups.
(SMALL GROUP with similar needs/instructional level)
The focus is on reading comprehension where the small
group setting is used to monitor the individual reading of
each student. Teacher assesses individual strengths
and weaknesses to determine fluid, flexible grouping.
WRITING WORKSHOP - 35 minutes
10 minutes
MINI LESSON
(WHOLE GROUP in close proximity to teacher)

Writing process focus

Sequential writing skills/language arts
integration

Six traits

Genre/author study

Craft lesson

Procedural/management
20 minutes
INDEPENDENT WRITING
INDIVIDUALS working independently except for:

GUIDED WRITING in a small group for like
strengths or weaknesses

CONFERRING with a peer or the teacher
Oral Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Writing
Listening
Writing
Comprehension
Vocabulary
Writing
Comprehension
Vocabulary
As In Above Box
5 minutes
SHARING
170 minutes total: Closure and reflection on the objective is on-going during the
lesson.
ENGAGED PRACTICES for WRITING IN ALL CONTENT AREAS
Writing for students in which the teacher demonstrates by writing in front of the
MODELED
class and discusses the process (think aloud) involved in writing.
WRITING
(Whole Group)
SHARED WRITING
(Whole Group)
*INTERACTIVE
WRITING (Whole
Writing with students in which the teacher writes for the students, while
collaborating with the students.
*Interactive writing is when the student and teacher collaborate in composing
the text, but the student does the writing.
Group)
GUIDED WRITING
(Small Group)
Working with students to guide and extend their thinking and to respond to
specific needs of writers.
LCPS Literacy Instruction Delivery Guide
Page 21
2/12/2016
DAILY LITERACY INSTRUCTIONAL DELIVERY GUIDE
FIRST GRADE
Suggested
Time
ENGAGED DAILY PRACTICE
Instructional
The LESSON OBJECTIVE is stated and posted for
Components
each lesson. ASSESSMENT FOR LEARNING
is on-going.
PHONEMIC AWARENESS, PHONICS, and WORD STUDY – 35 minutes
15 minutes
PHONEMIC AWARENESS/PHONICS
Phonemic
( WHOLE GROUP-Small groups or individuals may need Awareness
additional practice.)
Oral Language

Systematic and explicit instruction
Phonics

Active participation

Fluency practice
Listening


20 minutes
Onsets and rimes
Sequenced phonemic awareness
WORD STUDY
(WHOLE GROUP-Small groups or individuals may need
additional practice.)

Daily message

Word wall/high frequency words

Making words

Environmental print

Vocabulary (direct instruction)

Writing connection
READING - 90 minutes
20+ minutes INTERACTIVE READ ALOUD
(WHOLE GROUP in close proximity to the teacher)
Students should be read to multiple times during the day
and across curricular areas. Stamina (listening for
longer periods of time) should increase as the year
progresses.

“Think Alouds” should be used to model strategic
reading, vocabulary, etc.

Genres should be varied to reflect various text
structures.
5-10 minutes
FLUENCY
Fluency practice
may be
incorporated into
other areas such
as shared
reading.
(May be WHOLE GROUP,SMALL GROUP, PARTNER)
Fluency practice may be incorporated into shared
reading, read aloud or phonemic awareness/phonics
activities.

Choral reading, echo reading, word and phrase
reading, letter recognition

Partner reading

Reader’s theater

Scheduled fluency rate check
15-20
minutes
SHARED READING
(WHOLE GROUP-Skilled and strategic reading by the
teacher is done in an engaged setting where the learning
and reading knowledge is shared, supported and
practiced. Text is seen by all: big book, shared text,
transparency, chart, etc.) The students

Enjoy reading through books, chants, songs
and poetry in a variety of genres

Get book language in their heads

Teacher models how a fluent reader
reads
LCPS Literacy Instruction Delivery Guide
Page 22
Phonemic
Awareness
Oral Language
Phonics
Listening
Comprehension
Vocabulary
Listening
Oral Language
Fluency
Comprehension
Oral Language
Phonemic
Awareness
Phonics
Vocabulary
Writing
2/12/2016




Students at various reading levels share
a common reading experience
-Students make reading/writing
connection
Learn concepts about print
Increase reading vocabulary
Learn to be a strategic reader

Model good reading behaviors

Sample, predict and confirm

Use unknown word strategy

Link known to unknown

Identify meaningful chunks
Use cueing system
45 minutes
GUIDED READING
Effective small
group instruction
may begin with a
single group
while other
students work
independently or
in literacy
centers. By
semester end, all
students should
be working in
small groups.
(SMALL GROUP with similar needs/instructional level)
The focus is on reading comprehension where the small
group setting is used to monitor the individual reading of
each student. Teacher assesses individual strengths
and weaknesses to determine fluid, flexible grouping.
WRITING WORKSHOP - 45 minutes
10 minutes
MINI LESSON
(WHOLE GROUP in close proximity to teacher)

Writing process focus

Sequential writing skills/language arts
integration

Six traits

Genre/author study

Craft lesson

Procedural/management
30 minutes
INDEPENDENT WRITING
INDIVIDUALS working independently except for:

GUIDED WRITING in a small group for like
strengths or weaknesses

CONFERRING with a peer or the teacher
Oral Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Writing
Listening
Writing
Comprehension
Vocabulary
Writing
Comprehension
Vocabulary
As In Above Box
5 minutes
SHARING
170 minutes total: Closure and reflection on the objective is on-going during the
lesson.
ENGAGED PRACTICES for WRITING IN ALL CONTENT AREAS
Writing for students in which the teacher demonstrates by writing in front of the
MODELED
class and discusses the process (think aloud) involved in writing.
WRITING
(Whole Group)
SHARED WRITING
(Whole Group)
*INTERACTIVE
WRITING (Whole
Writing with students in which the teacher writes for the students, while
collaborating with the students.
*Interactive writing is when the student and teacher collaborate on composing
the text, but the student does the writing.
Group)
GUIDED WRITING
(Small Group)
Working with students to guide and extend their thinking and to respond to
specific needs of writers.
LCPS Literacy Instruction Delivery Guide
Page 23
2/12/2016
DAILY LITERACY INSTRUCTIONAL DELIVERY GUIDE
SECOND GRADE
Suggested
Time
ENGAGED DAILY PRACTICE
Instructional
The LESSON OBJECTIVE is stated and posted for
Components
each lesson. ASSESSMENT FOR LEARNING
is on-going.
PHONICS/ WORD STUDY – 35 minutes
15 minutes
PHONICS
(WHOLE GROUP-Small groups or individuals may need
additional practice.)

Systematic and explicit instruction

Active participation

Fluency practice

Onsets and rimes

Phonemic awareness

Morpheme study (roots, affixes)
20 minutes
WORD STUDY
(WHOLE GROUP-Small groups or individuals may need
additional practice.)

Daily message

Word walls (high frequency and specialized for
content areas, language arts – ex. Weather study
words, antonyms

Making words

Spelling/language arts

Vocabulary (direct instruction)

Writing connection
READING - 90 minutes
20+ minutes INTERACTIVE READ ALOUD
(WHOLE GROUP in close proximity to the teacher)
Students should be read to multiple times during the day
and across curricular areas. Stamina (listening for
longer periods of time) should increase as the year
progresses.

“Think Alouds” should be used to model strategic
reading, vocabulary, etc.

Genres should be varied to reflect various text
structures.
5-10 minutes
Fluency may be
incorporated into
other areas such
as shard reading.
15-20
minutes
FLUENCY
(May be WHOLE GROUP, SMALL GROUP, PARTNER)
Fluency practice my be incorporated into shared reading,
read aloud, or phonemic awareness/phonics activities.

Choral reading, echo reading, word and phrase
reading

Partner reading

Reader’s theater

Scheduled fluency rate check
SHARED READING
(WHOLE GROUP-Skilled and strategic reading by the
teacher is done in an engaged setting where the learning
and reading knowledge is shared, supported and
practiced. Text is seen by all: big book, picture book,
shared text, transparency, chart, etc.) The students

Enjoy reading through books, chants, songs
and poetry in a variety of genres
 Teacher models how a fluent reader
LCPS Literacy Instruction Delivery Guide
Page 24
Phonemic
Awareness
Oral Language
Phonics
Listening
Phonemic
Awareness
Oral Language
Phonics
Listening
Comprehension
Vocabulary
Listening
Oral Language
Fluency
Comprehension
Oral Language
Phonemic
Awareness
Phonics
Vocabulary
Writing
2/12/2016


reads
 Students at various reading levels
share a common reading experience
 Make reading/writing connection
Increase reading vocabulary
Learn to be a strategic reader

Model good reading behaviors

Sample, predict and confirm

Use unknown word strategy

Link known to unknown

Identify meaningful chunks

Use cueing system
45 minutes
GUIDED READING
Effective small
group instruction
may begin with a
single group
while other
students work
independently or
in literacy
centers. By
semester end, all
students should
be working in
small groups.
(SMALL GROUP with similar needs/instructional level)
The focus is on reading comprehension where the small
group setting is used to monitor the individual reading of
each student. Teacher assesses individual strengths
and weaknesses to determine fluid, flexible grouping.
WRITING WORKSHOP - 45 minutes
10 minutes
MINI LESSON
(WHOLE GROUP in close proximity to teacher)

Writing process focus

Sequential writing skills/language arts
integration

Six traits

Genre/author study

Craft lesson

Procedural/management
30 minutes
INDEPENDENT WRITING
(INDIVIDUALS working independently except for:

GUIDED WRITING in a small group for like
strengths or weaknesses

CONFERRING with a peer or the teacher
Oral Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Writing
Listening
Writing
Comprehension
Vocabulary
Writing
Comprehension
Vocabulary
As Above
5 minutes
SHARING
170 minutes total: Closure and reflection on the objective is on-going during the
lesson.
ENGAGED PRACTICES for WRITING IN ALL CONTENT AREAS
Writing for students in which the teacher demonstrates by writing in front of the
MODELED
class and discusses the process (think aloud) involved in writing.
WRITING
(Whole Group)
SHARED WRITING
(Whole Group)
*INTERACTIVE
WRITING (Whole Class)
GUIDED WRITING
(Small Group)
Writing with students in which the teacher writes for the students, while
collaborating with the students.
*Interactive writing is when the student and teacher collaborate the text, but
the student does the writing.
Working with students to guide and extend their thinking and to respond to
specific needs of writers.
LCPS Literacy Instruction Delivery Guide
Page 25
2/12/2016
DAILY LITERACY INSTRUCTIONAL DELIVERY GUIDE
THIRD GRADE
Suggested
Time
ENGAGED DAILY PRACTICE
Instructional
OBJECTIVE is stated and posted for Components
ASSESSMENT FOR LEARNING
The LESSON
each lesson.
is on-going.
PHONICS/ WORD STUDY – 35 minutes
35 minutes
WORD STUDY/PHONICS
(WHOLE GROUP-Small groups may be needed for
additional practice.)

Systematic and explicit instruction

Active participation

Fluency practice

Onsets and rimes

Word Walls (High Frequency and specialized for
content areas, lang. arts –ex. words for weather
study, antonym chart, etc.

Morpheme study (roots, affixes)

Vocabulary (direct instruction)

Spelling

Writing Connections
READING - 90 minutes
20+ minutes INTERACTIVE READ ALOUD
(WHOLE GROUP in close proximity to the teacher)
Students should be read to multiple times during the day
and across curricular areas. Stamina (listening for longer
periods of time) should increase as the year progresses.

“Think Alouds” should be used to model strategic
reading, vocabulary, etc.

Genres should be varied to reflect various text
structures.
5-10 minutes
FLUENCY
Fluency practice
may be
incorporated into
other areas such
as shared
reading.
(WHOLE GROUP except for intervention groups)
Fluency practice my be incorporated into shared reading,
read aloud, or phonemic awareness/phonics activities.

Choral reading, Echo Reading, Word and Phrase
Reading

Partner Reading

Reader’s Theater

Scheduled fluency rate check
20 minutes
SHARED READING
(WHOLE GROUP-Skilled and strategic reading by the
teacher is done in an engaged setting where the learning
and reading knowledge is shared, supported and
practiced. Text is seen by all: big book, picture book,
shared text, transparency, chart, etc.) The students

Enjoy reading through books, chants, songs
and poetry in a variety of genres
-Teacher models how a fluent reader
reads
-Students at various reading levels share
a common reading experience
-Make reading/writing connection

Increase reading vocabulary

Learn to be a strategic reader
-Models good reading behaviors
-Samples, predicts and confirms
LCPS Literacy Instruction Delivery Guide
Page 26
Phonemic
Awareness
Oral Language
Phonics
Listening
Comprehension
Vocabulary
Listening
Oral Language
Fluency
Comprehension
Oral Language
Phonemic
Awareness
Phonics
Vocabulary
Writing
2/12/2016
-Uses unknown word strategies
-Links known to unknown
-Identifies meaningful chunks
-Uses cueing system
45 minutes
GUIDED READING
Effective small
group instruction
may begin with a
single group while
other students
work
independently or
in literacy centers.
By semester end
all students
should be working
in small groups.
(SMALL GROUP with similar needs/instructional level)
The focus is on reading comprehension where the small
group setting is used to monitor the individual reading of
each student. Teacher assesses individual strengths and
weaknesses to determine fluid, flexible grouping.
WRITING WORKSHOP – 45 minutes
10 minutes
MINI LESSON
(WHOLE GROUP in close proximity to teacher)
 Writing Process focus
 Sequential Writing Skills/Language Arts
Integration
 Six Traits
 Genre/Author Study
 Craft Lesson
 Procedural /management
30 minutes
INDEPENDENT WRITING
INDIVIDUALS working independently except for:
 GUIDED WRITING in a small group for like
strengths and weaknesses
 CONFERRING with a peer or the teacher
5 minutes
SHARING
Oral Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Writing
Listening
Writing
Comprehension
Vocabulary
Writing
Comprehension
Vocabulary
As In Above Box
170 minutes total: Closure and reflection on the objective is on-going during the
lesson.
ENGAGED PRACTICES for WRITING IN ALL CONTENT AREAS
Writing for students in which the teacher demonstrates by writing in front of the
MODELED
class and discusses the process (think aloud) involved in writing.
WRITING
(Whole Group)
SHARED WRITING
(Whole Group)
*INTERACTIVE
WRITING (Whole
Writing with students in which the teacher writes for the students, while
collaborating with the students.
*Interactive writing is when the student and teacher collaborate the text, but
the student does the writing.
Group)
GUIDED WRITING
(Small Group)
Working with students to guide and extend their thinking and to respond to
specific needs of writers.
LCPS Literacy Instruction Delivery Guide
Page 27
2/12/2016
DAILY LITERACY INSTRUCTIONAL DELIVERY GUIDE
FOURTH & FIFTH GRADE
Suggested
Time
ENGAGED DAILY PRACTICE
Instructional
The LESSON OBJECTIVE is stated and posted for
Components
each lesson. ASSESSMENT FOR LEARNING
is on-going.
WORD STUDY/PHONICS – 25 minutes
25 minutes
WORD STUDY/ PHONICS
(WHOLE GROUP-Small groups or individuals may need
additional practice.)

Systematic and explicit instruction

Active participation

Fluency practice

Word Walls (High Frequency and specialized for
content areas, lang. arts – ex. Words in content
area study, antonym chart

Spelling/Morphemic study (roots, affixes)

Writing Connection

Vocabulary (direct instruction)
READING - 90 minutes
20+ minutes INTERACTIVE READ ALOUD
(WHOLE GROUP in close proximity to the teacher)
Students should be read to multiple times during the day
and across curricular areas. Stamina (listening for
longer periods of time) should increase as the year
progresses.

“Think Alouds” should be used to model strategic
reading, vocabulary, etc.

Genres should be varied to reflect various text
structures.
5-10 minutes
FLUENCY
Fluency practice
may be
incorporated into
other areas such
as shared
reading.
(May be WHOLE GROUP, SMALL GROUP, PARTNER)
Fluency practice my be incorporated into shared reading,
read aloud, or phonemic awareness/phonics activities.

Choral reading, Echo Reading, Word and Phrase
Reading, Letter Recognition

Partner Reading

Reader’s Theater

Scheduled fluency rate check
20 minutes
SHARED READING
(WHOLE GROUP-Skilled and strategic reading by the
teacher is done in an engaged setting where the learning
and reading knowledge is shared, supported and
practiced. Text is seen by all: picture book, shared text,
transparency, chart, etc.) The students

Enjoy reading through books, chants, songs
and poetry in a variety of genres

Get book language in their heads
-Teacher models how a fluent reader
reads
-Students t various reading levels share a
common reading experience
-Students make reading/writing
connection

Increase reading vocabulary

Learn to be a strategic reader
-Models good reading behaviors
LCPS Literacy Instruction Delivery Guide
Page 28
Oral Language
Phonics
Listening
Vocabulary
Comprehension
Fluency
Comprehension
Vocabulary
Listening
Oral Language
Fluency
Comprehension
Oral Language
Phonemic
Awareness
Phonics
Vocabulary
Writing
2/12/2016
-Samples, predicts and confirms
-Uses unknown word strategies
-Links known to unknown
45 minutes
Effective small
group instruction
may begin with a
single group
while other
students work
independently or
in literacy
centers. By
semester end all
students should
be working in
small groups
GUIDED READING
(SMALL GROUP with similar needs/instructional level)
The focus is on reading comprehension where the small
group setting is used to monitor the individual reading of
each student. Teacher assesses individual strengths
and weaknesses to determine fluid, flexible grouping.
WRITING WORKSHOP - 55 minutes
10 minutes
MINI LESSON
(WHOLE GROUP in close proximity to teacher)

Writing Process focus

Sequential Writing Skills/Language Arts
Integration

Six Traits

Genre/Author Study

Craft Lesson

Procedural/management
35 minutes
INDEPENDENT WRITING
INDIVIDUALS working independently except for:

GUIDED WRITING in a small group for like
strengths or weaknesses

CONFERRING with a peer or the teacher
Oral Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Writing
Listening
Writing
Comprehension
Vocabulary
Writing
Comprehension
Vocabulary
10 minutes
SHARING
As In Above Box
170 minutes total: Closure and reflection on the objective is on-going during the
lesson.
ENGAGED PRACTICES for WRITING IN ALL CONTENT AREAS
Writing for students in which the teacher demonstrates by writing in front of the
MODELED
class and discusses the process (think aloud) involved in writing.
WRITING
(Whole Group)
SHARED WRITING
(Whole Group)
*INTERACTIVE
WRITING (Whole
Writing with students in which the teacher writes for the students, while
collaborating with the students.
*Interactive writing is when the student and teacher collaborate in composing
the text, but the student does the writing.
Group)
GUIDED WRITING
(Small Group)
Working with students to guide and extend their thinking and to respond to
specific needs of writers.
LCPS Literacy Instruction Delivery Guide
Page 29
2/12/2016
Glossary of Terms
Assessment
Assessment in literacy involves the following:
 finding out what has already been learned;
 finding out how well the student is meeting the
performance objectives and what intervention is
needed;
 providing constructive feedback to the learner;
 indicating the direction of future teaching and
learning;
 selecting the right materials, approaches, and
strategies for the student;
 reporting to parents
 monitoring and identifying progress over time;
 reflecting on teaching practices and organization;
 providing information about class or school
achievement
Assessment should occur naturally and regularly as part of
the students’ learning experiences.
Formative Assessment: Assessment for learning - used to
help students learn more by guiding instruction.
Summative Assessment: Assessment of learning – used to
show how much students have learned as of a particular point
in time.
Closure/reflection
In this teacher-guided activity, students are assisted in
reflecting upon what they learned and how they can prepare
for the next lesson. Homework may be assigned to help
students practice, prepare, or elaborate on a skill or concept
taught.
Comprehension
The intentional, problem solving, thinking processes of the
reader that occur during an interchange with a text
Concepts of print
Beginning readers and writers must learn that books convey
meaning through print. In this process they learn left-right,
top-bottom orientation on a page as well as facts about the
book such as the cover, title, author, illustrator, beginning, and
ending. Students also learn the concept of sentences, words,
and letters.
LCPS Literacy Instruction Delivery Guide
Page 30
2/12/2016
Conferencing
Meeting between teacher and students or between students in
order to share and discuss content or process.
Decodable text
A published or created text that is suitable for the application
of previously taught phonics skills.
Differentiated instruction
Instruction that is designed to accommodate a student’s
strengths, needs, and stage of development.
Direct instruction
Planning explicit lessons to teach specific words, information,
concepts, or skills.
Fluency
The ability to read orally with speed, accuracy, and proper
expression. It is decoding and comprehending
simultaneously.
Gradual Release of Responsibility A progression from teacher modeling and direct
instruction to sharing responsibility through guided practice
and finally helping students become independent learners.
Guided reading/writing
A teaching process that scaffolds students’ selection and
application of effective reading and writing strategies.
Student reading and writing needs and processes are
identified using a variety of assessment tools and
approaches.
High frequency words
The most commonly occurring words in the English language.
Independent reading/writing
(Sustained reading/writing)
Students choose with the teacher’s guidance books to read or
what to write.
Independent reading/writing is always provided in addition to
other reading instruction that helps children develop fluency
and other reading skills. Children use all of the strategies and
skills they have learned to read and write by themselves.
Interactive writing
Writing that involves cooperative composition and negotiation
of text based on common experiences. Students assume an
active role in the writing process by holding the pen and doing
the writing themselves. The teacher provides support and
instruction at the point of need.
Literacy
All of the communication and calculation skills needed to
survive in today’s world. Language arts focuses on the
communication aspects of literacy—listening, speaking,
reading, writing, and thinking.
LCPS Literacy Instruction Delivery Guide
Page 31
2/12/2016
Literacy Instruction
Combined teacher-directed instruction and student-centered
activities. The emphasis is on differentiated instruction that
focuses on the needs of the individual learners. Teacherdirected instruction involves systematically and explicitly
modeling or showing students how to use a skill, strategy, or
process. In student-centered instruction, students perform a
given task, from which they are expected to learn certain
things.
Making Words
Hands-on, activity-based strategy designed to teach children
how words work. Students sort letters to form words and then
sort those words by sound and letter patterns.
Mini-lesson ( focus lesson) Concise lessons that teach a specific skill. These lessons
are short and may include the teacher modeling for students
on how to use the process of reading or writing or how to use
particular strategies. They often involve “think-alouds”.
Modeled Reading/Writing
Reading and writing for students in which the teacher
demonstrates in front of the class and discusses the process
involved. The teacher uses “think-alouds” and provides
opportunities to draw attention to specific strategies and
performance objectives.
Phonemic Awareness
The ability to notice, think about, and work with the individual
sounds in spoken words
Phonics
The relationship between the letters (graphemes) of written
language and the individual sounds (phonemes) of spoken
language.
Oral language
Listening and speaking which is the foundation of all literacy
learning
Read Aloud
(also Modeled Reading) The read aloud provides a strong foundation for literacy
growth. Through hearing books read by the teacher, students
are exposed to a wide variety of genre and authors. Through
think alouds” students learn the strategies that good readers
use.
Shared Reading/Writing As the teacher and students read/write the text together, the
teacher explains basic reading and writing concepts and
strategies.
Think-alouds
A kind of explicit modeling in which the teacher shares his or
her own thinking processes when performing a task.
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Vocabulary
The words we must know to communicate effectively
 Oral vocabulary refers to words that we speak or
recognize in listening.
 Reading vocabulary refers to words we recognize or use
in print
Word Study
Time in the daily schedule for working with words in many
ways. The goals include:
 Knowledge of how to look at and use features of print.
 Knowledge of a large core of high frequency words.
 An understanding of simple and complex letter-sound
relationships
 The ability to notice and use patterns in words (how
words sound, look, and mean).
 The ability to use a repertoire of word-solving strategies.
 Skill in using references, resources, and proofreading.
Word Walls
A designated section of a classroom wall that is devoted to the
display and study of words. Some benefits in using word
walls include:
 Support the teaching of important general principles
about words and how they work
 Foster read and writing
 Provide feedback support for children during their
reading and writing
 Provide a visual map to help children remember the
connections between words and the characteristics that
will help them form categories.
Writing Notebook
A notebook which can be used in all stages of the writing
process for:
 Collecting entries or ideas for writing
 Selecting an entry or idea from the notebook to write
about
 Revising and improving the original thought or idea in
the notebook by adding more text, changing the
language, narrowing the idea or topic
Writing Workshop
A structured time for teaching and learning about writing. It
includes time for a whole group mini-lesson. This is followed
by independent writing where the teacher confers with
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individuals or a small group. At the end of the block there is a
short sharing time for writers to give feedback to each other.
Writing Process
The writing process is how we translate ideas into written text.
Steps in the process vary according to the age of the student
but basically follow:
 Gathering ideas or entries into a writer’s notebook,
planning, prewriting, talking about the writing
 Drafting
 Revising
 Editing
 Publishing
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INSTRUCTIONAL DELIVERY GUIDELINES
BIBLIOGRAPHY
Anderson, S. (2004) The book of reading and writing: ideas, tips, and lists for the elementary
classroom. Thousand Oaks, CA: Corwin Press.
Armbruster, Lehr, Osborn (2001) Put reading first: the research building blocks for teaching
children to read. Jessup, MD: National Institute for Literacy.
Carbo, M. (2000) What every principal should know about teaching reading: how to raise test
scores and nurture a love of reading. New York, NY: National Reading Styles Institute.
Chall, J. (1996) Stages of reading development (2nd Ed.) Orlando, FL: Harcourt Brace.
Cooper, J. (2003) Literacy: helping children construct meaning. (5th Ed.) Boston, Mass:
Houghton Mifflin.
Cunningham & Allington (1999) Classrooms that work. New York: Addison Wesley Longman,
Inc.
Demarest, T. (2002) Caminos: paths to effective reading instruction. Albuquerque, NM:
Consultants on Reading Education, LLC.
Fletcher, R. and Portalupi, J. (2001) Writing workshop: the essential guide. Portsmouth, NH:
Heinemann Publishers.
Freeman, M. (2003) Building a writing community: a practical guide. Gainesville, FL:
Maupin House Publishing.
Institute for the Development of Educational Achievement (2003-2004) Big ideas in beginning
reading. Web site: http://reading.uoregon.edu.
McLaughlin, M. (2003) Guided comprehension in the primary grades. Newark, Delaware:
International Reading Association.
National Reading Panel’s Report (2000) Teaching children to read: an evidenced-based
assessment of the scientific research literature on reading and its implications for reading
instruction. Bethesda: National Institute
of Child and Human Development.
Parks, B. (2000) Read it again! Revisiting shared reading. Portland, ME: Stenhouse
Publishers
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