Quick Guide to Literacy & the Work Sample
OAR 584-017-0185 requires the work sample give “purposeful attention to literacy instruction based upon content requirements, appropriate
authorization level and student needs in at least one subject.” Literacy includes acts of listening, speaking, reading, and writing; listed here are only
strategies for some reading and writing events. (See Oregon Standards and the Common Core State Standards for additional descriptions & guidance).
Reading:
Before Reading:
 Set purposes for reading
 Activate prior knowledge
 Develop questions
 Make predictions
During Reading:
 Sample text
 Visualize
 Hypothesize
 Confirm/alter predictions
 Determine what’s important
 Use five senses
 Ask questions
 Monitor comprehension
Possible Strategies to Use:
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Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
Front load vocabulary
Think Aloud
Brainstorming
KWL
Anticipation Guide
Dramatic Role Play
Watch a video clip
Guided Reading
Shared Reading
Storytelling
Post-it Notes
Coding Text
Bookmark
Double-Entry Journal
Sketching/Diagramming/Mapping/Clustering
It says/I say/And so
Say Something (partner reading w/designated
stops & questions)
QAR
Quickwrite/sketch
Text Guide Sheet
Grand Conversations
Reciprocal Teaching/Reciprocal Questioning
Reading Response Logs
Sketch-to-Stretch
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Quickwrite/Quickdraw
Learning Log
SQ4R
List/Group/Label Key
Vocabulary
Word Sort
Word Wall
Directed Reading-Thinking
Activity
Venn Diagram/Character
Comparison
Word Meaning Graphic
Organizer
Vocabulary Tree
List/Group/Label Key
Vocabulary
Alphaboxes
Word Walls
Character Web
Character Trait and
Analysis
Character Grid
Character Comparison
Cubing
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After Reading:
 Recall/Retell
 Evaluate
 Discuss
 Reread
 Apply
 Read More
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Retelling
Dramatic Role Play/Reader’s Theater Script
Sketching/Diagramming/mapping
(clustering) Text
It says/I say/And so
Say Something (partner reading w/designated
stops & questions)
Exit slips
KWL
Dialogue Journals
Learning Logs
SQ3R
Venn Diagram
Quickwrite/draw
Word Meaning Graphic Organizer
Vocabulary Tree
List/Group/Label Key Vocabulary
Comprehension Constructor with
Connections Guide
Proficient Readers Use:
Comprehension strategies to make sense of text:
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Synthesize
Predict
Infer
Activate schema (make text-to-life connections; text-to-text
connections; text-to-world connections)
Visualize
Determine what’s important
Ask questions as they read
Analyze
Evaluate
Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
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Text Guide Sheet
Reading Response Logs
Highlight & Revisit
Cubing
Data Charts
Directed ReadingThinking Activity
Word Sorts/Word Walls
Alphaboxes
Found Poetry
Make Your Own Test
Open Mind Portrait
Character Web
Character Trait and
Analysis
Character Grid
Character Comparison
R.A.F.T.
Possible Strategies to Use:
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Model one strategy at a time.
Then allow students to practice using the strategy during
interactive read aloud, shared reading, guided reading, or a
reading conference.
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Fix-up strategies to make sense of unknown words in text:
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Use pictures clues
Skip a word, read on, go back and check
Look at the first letter
Chunk the word
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Model one fix-up strategy at a time during a read aloud.
Then allow students to practice using the strategy during
shared reading, partner reading, guided reading,
independent reading or a reading conference.
Fluency to make sense of text:
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Rate
Pace
Flow
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Reader’s Theater
Choral Reading
Shared Reading (Poetry, Big Books, Raps, Songs)
Plays
Literary Elements to make sense of literary texts:
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Characters
Plot
o Exposition
o Rising Action
o Climax
o Falling Action
o Resolution
Setting
Theme
Point of View
Perspective
Style and language
Illustrations
Design
Style
Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
 Use a read aloud text to highlight an element.
 Then allow students to practice finding the elements
during shared reading, partner reading, guided reading,
independent reading or reading conferences. Use graphic
organizers for characters, plot and setting.
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Literary Devices to make sense of literary texts:
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Alliteration
Allusion
Ambiguity
Analogy
Aphorism
Atmosphere
Caricature
Dialect
Exaggeration
Flashback
Flash-Forward
Foreshadowing
Hyperbole
Imagery
Inference
Internal Rhyme
Irony
Metaphor
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Onomatopoeia
Paradox
Parallel Story
Parody
Personification
Poetic Justice
Point-of-view
Rhyme
Rhyme Scheme
Satire
Simile
Stereotype/Reverse
Stereotype
Symbol
Theme
Tone
Understatement
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Use a read aloud text to highlight a literary device.
Then allow students to practice finding literary devices
during shared reading, partner reading, guided reading,
independent reading or reading conferences. Use post-it
notes to mark passages with a literary device.
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Use a read aloud or shared reading to highlight text
structures. Use graphic organizers before, during, and
after reading to scaffold the structure of informational
text.
Allow students to use graphic organizers during guided
reading, partner reading, independent reading and reading
conferences to organize information from their text.
Text Structures to make sense of informational text:
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Cause and effect
Timeline/Temporal /Chronological Sequences
Compare/Contrast
Problem and Solution
Description/Web
Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
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Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
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Text Features to make sense of informational text:
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Print Features
 Font
 Bold & Colored print
 Bullets
 Titles
 Headings &
Subheadings
 Italics
 Labels
 Captions
Illustrations
 Photographs
 Drawings
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Graphic Aids
 Diagrams
 Sketches
 Graphs Figures
 Maps
 Charts
 Tables
 Overlays
Organizational Aids
 Table of Contents
 Index
 Glossary
 Pronunciation Guide
 Appendix
Stages of Writing
Drafting:
 Collaborative text writing
 1st Draft: Quick writing for self (not an audience)
 Get the ideas down quickly
Content Revisions & Continued Drafting:
 Revise the piece for content
 Infuse with additional resources, quotes, references, citations
(non-fiction)
 Infuse with narrative structures & techniques
 Conference with others (peers & teacher) to determine
effectiveness of writing
 Organize according to desired format/structure
 Work with word choice
Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
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Point out text features during read aloud and shared
reading. Think aloud how a reader might use these text
features to make sense of text.
Allow students time to practice with a partner, in groups,
and independently identifying and using text features.
Possible Strategies to Use:
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Provide environment for draft writing
Make sure proper writing tools are available for varying
abilities
Encourage “skip a line”
Leads
 Sequence flashbacks
Dialogue
 Alliterations
Endings
 References & citations
Descriptions
 Finding quality sources
(internet & hard
Word choice
references)
Sentence structure
 Organizational
Character development
structures
Point of view
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Reasons for writing
Literary opposites
 Active verbs
Voice
 Setting
 Irony
 Symbolism
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Stages of Writing
Prewriting:
 Discover a meaningful purpose
 Activate interests
 Find possibilities
Editing for Conventions
 Correct for grade appropriate spelling, punctuation, and
grammar
 Conference with others (peers & teacher)
 All work made public must be correct.
Publishing
 Publish work for an audience greater than the teacher
 Celebrate work
Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
Possible Strategies to Use:
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Think Aloud
Brainstorming
Quick Writes
Draw/Sketch
Cluster/Web
Mini-Lessons
Storyboards
Photos/Pictures
Find ideas for writing in reading activities
Read multiple genres of text
Provide mini-lessons on such topics as:
 Difficult spelling words
 How to use a word wall
 Sentence structure
 Uses of punctuation
 Verb agreement
 Homonyms, antonyms
 How to use: thesaurus, instant spellers, dictionaries &
on-line resources (including checking word processors &
spelling)
 Address why correctness matters
 Individualized conventions lists & goals
 Provide varied opportunities for meaningful publishing
(class magazines, school literary magazine, school
yearbook & newspaper, magazine, posters, classroom
bulletin board, displays at public events, petitions, local
newspaper, etc)
 Explore electronic options
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Literacy and English Language Learners
Possible Strategies
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Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
Collaborative text writing
Dialogue journals
Frontload vocabulary, grammatical structures through
songs, chants & poems
Graphic organizers
Guided reading
Jigsaw and paired reading
Language experience approach
Learning logs
Mimic writing
Shared reading
Story-telling and retelling
Using bilingual text
Word study
Guided writing
Write labels, captions, lists
Mimic writing
Write stories based on photographs and videos
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References
Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Heinemann.
Billmeyer, R. & Barton, M.L. (2002). Teaching reading in the content areas: If not me, then who? (2nd ed.). Aurora, CO: Mid-continent Regional Educational
Laboratory.
Bromley, K., Irwin-De Vitis, L. & Modlo, M. (1995). Graphic organizers: Visual strategies for active learning. New York: Scholastic.
Burke, J. (2003). The English teacher’s companion: A complete guide to classroom, curriculum, and the profession. (2nd ed.). Portsmouth, NH: Heinemann
Cloud, N., Genesee, F. & Hamayan, E. (2009). Literacy instruction for English language learners. Portsmouth, NH: Heinemann.
Daniels, H., & Zemelman, S. (2004). Subjects matter: Every teacher's guide to content-area reading. Portsmouth, NH: Heinemann.
Fountas, I. C., & Pinnell, G.S. (2001). Guiding readers and writers grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
Hall, S. (1994). Using picture storybooks to teach literary devices: Recommended books for children and young adults Vol. II. Phoenix, AZ: Oryx Press.
Keene, E. O., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.
Portalupi, J. & Fletcher, R. (2001). Nonfiction craft lessons: Teaching information writing K-8. Portland, ME: Stenhouse.
Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.
Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
Tompkins, G. E. (1998). 50 literacy strategies: Step by step. Upper Saddle River, NJ: Merrill.
Tovani, C. (2004). Do I really have to teach reading? Content, comprehension, grades 6 - 12.Portland, Maine: Stenhouse.
Additional Literacy References
Allen, J. (2004). Tools for teaching content literacy. Portland, ME: Stenhouse.
Altieri, J. (2011). Content counts! Developing disciplinary literacy skills, K-6. Newark, DE: International Reading Association.
Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
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Atwell, N. (2002). Lessons that change writers. Portsmouth, NH: Heinemann.
Fletcher, R. & Portalupi, J. (1998). Craft lessons: Teaching writing K-8. Portland ME: Stenhouse.
Fountas, I. C., & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.
Grant, M. & Fisher, D. (2010). Reading and writing in science: Tools to develop disciplinary literacy. Thousand Oaks, CA: Corwin.
Heard, G. (2002). The revision toolbox: Teaching techniques that work. Portsmouth, NH: Heinemann.
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension. Portsmouth, NH: Heinemann.
Hoyt, L. (2000). Snapshots: Literacy minilessons up close. Portsmouth, NH: Heinemann.
Kovacs, E. (1994). Writing across cultures: A handbook on writing poetry and lyrical prose. Hillsboro, OR: Blue Heron.
Manzo, Manzo, & Thomas, (2004). Content area literacy (4th ed.). San Francisco: Wiley/Jossey-Bass.
McCarrier, A., Pinnell, G. S., & Fountas, I. C. (2000). Interactive writing: How language & literacy come together, k-12. Portsmouth, NH: Heinemann.
Portland State University. (2005). A guide to Oregon’s new reading standards, grades 6-CIM. Portland, OR: Portland State University.
Portland State University. (2005). A guide to Oregon’s new reading standards, grades K-6. Portland, OR: Portland State University
Routman, R. (2001). Conversations: Strategies for teaching, learning, and evaluating. Portsmouth, NH: Heinemann.
Ruddell, M.R. (2005). Teaching content reading and writing (4th ed.). Hoboken, NH: Wiley.
Strong, W. (2006). Write for insight: Empowering content area learning grades 6-12. Boston, MA: Allyn & Bacon.
Tama, C. & McClain, A.. (2001). Guiding reading and writing in the content areas: Practical strategies (2nd ed.). Dubuque, IA: Kendall/Hunt Publishers.
Urquhart & McIver. (2005). Teaching writing in the content areas. Aurora, CO: ASCD
Vacca, R. & Vacca, J. (2005). Content area reading (8th ed.). Boston, MA: Allyn & Bacon.
Zemelman, S., & Harvey, D. (1988). A community of writers: Teaching writing in the junior and senior high school. Portsmouth, NH: Heinemann.
Quick Guide to Literacy in the Work Sample
D.K. Phillips, M.L. Larson & F. Ross 8.22.11
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