Planning Literacy
Instruction
EDC424
Dr. Julie Coiro
Today’s Objectives
1. Phonics Patterns: Understand vowel patterns
with open and closed syllables
2. Examine components of balanced literacy
instruction in relation to The Reading Process
outlined in Tompkins Chapter 2
3. View and reflect on examples of each
component of balanced literacy instruction
Balanced Literacy Approach
A flexible framework emphasizing oral language,
integrated thematic instruction, and gradual release of
responsibility with components that include…
Read Aloud/Modeled Reading
Modeled Writing
Shared/Interactive Reading
Shared Writing
Guided Reading
Interactive Writing
Independent Reading
Guided Writing
Home School Connection
Independent Writing
Cunningham & Allington, 2007; Fountas & Pinnell, 1996; Tompkins, 2010
Reading Instruction
Effective reading instruction gradually releases responsibility
from teacher modeling to student independence
– Modeled reading (teacher does all work to explicitly model)
– Shared reading (teacher does most work but students do tiny
pieces and exchange ideas)
– Interactive reading (teacher and students do together)
– Guided reading (student does most work and teacher guides
with prompts and scaffolds – think queries and follow-ups)
– Independent reading (student does all work)
Successful readers use five essential skill sets:
– Phonemic Awareness and Phonics; Automatic Word
Identification; Fluency; Vocabulary; and Comprehension
The Reading Process
(Across a lesson)
Effective reading instruction involves students in activities
that TEACH, PRACTICE, and APPLY these skill sets.
– Stage 1: Pre-reading – prepare readers
– Stage 2: During reading - reading, thinking, discussing
– Stage 3: Responding - writing, discussing
– Stage 4: Exploring – focus on words/teach mini-lessons
– Stage 5: Applying – extend & reflect
Your Tompkins textbook uses these pieces in a lesson plan
Pre-Reading Instruction
Activates background knowledge
– introduce new words or experiences they might
encounter and connects with their knowledge
Sets an explicit purpose (teacher or student)
– Motivates and helps students monitor their
understanding in relation to goals
Sets a plan for reading
– Depends on structure (fiction or nonfiction) &
purpose (e.g. preview, anticipate, predict)
Examples of Pre-Reading
(Before Small Group Guided Reading
Instruction)
Emergent: Kindergarten
Beginning Reader: Grade 1-2
Fluent Reader: Grade 3
CANADA Online Workshop Series
During Reading Instruction
Shared reading: Read-aloud appropriate for interest,
but too hard for decoding
Interactive read-aloud: Read-aloud with
developmentally appropriate texts as students
actively participate
Guided reading: Work with small group at same
level – students can read books with 90-94%
accuracy = instructional level – new or revisit texts –
every child has a copy of the book
Buddy reading: Read or reread with scaffolding from
their peers – need instruction on how this works
Independent reading: Read silently at own pace
Responding
Writing in reading logs or learning
logs (revisiting, reflecting, elaborating,
drawing)
Participating in discussions – grand
conversations
– Share personal responses, ask questions
Exploring
Reread the selection (with partners or
independently) to focus on big ideas, reflect on
story elements (characters, problem/solution,
plot sequence or theme)
Teach mini-lessons (connecting concepts,
visualizing, reflecting, etc)
Focus on Words and Sentences (WORD
STUDY!)
Applying
Extend, reflect, and apply in openended projects, reader’s theatre,
internet activities, drawing, adapt text in
their own version, etc., etc.,– center,
partner, small group activities
Balanced Literacy Approach
A flexible framework emphasizing oral language,
integrated thematic instruction, and gradual release of
responsibility with components that include…
Read Aloud/Modeled Reading
Modeled Writing
Shared/Interactive Reading
Shared Writing
Guided Reading
Interactive Writing
Independent Reading
Guided Writing
Home School Connection
Independent Writing
Cunningham & Allington, 2007; Fountas & Pinnell, 1996; Tompkins, 2010
Phases of Reading Support
(see wiki for links)
What is the purpose of each phase?
What instructional practices/considerations
are important in each phase?
– Read-Aloud
– Shared Reading
– Interactive Reading
– Guided Reading
– Independent Reading
Guided Reading
We hear the term guided reading, what does
that mean?
– The teacher works with a small group of student
and « guides » them through the reading process.
– Usually, students are reading books that are
appropriate to their reading level, rather than
everyone reading the same book
– Focuses on problem solving (difficult words,
structure, comprehension) teaching students how
to monitor their reading and adjust when
necessary
What happens during Guided Reading?
Before Reading
During Reading
After Reading
Teacher
•Selects an
appropriate text
(instructional level—
supportive, but
students will need
some scaffolding)
•Introduces the text
•Leaves some
questions to be
answered through
reading
•“listens in” as students
reading
•Observes reading
behaviors
•Assists students with
areas of difficulty
•Takes notes on strategy
use, word solving, etc.
•Discusses text with
students
•Invites response
•Returns to text for one or
two teaching opportunities
(e.g. finding evidence,
discussing problem solving
(for words or comp)
•Assesses understanding
•Possibly engages students
in extending the text
Students
•Engage in talk about
the text
•Raise questions
•Build expectations
•Notice information
•Reading whole or part of
text (softly or silently)
•Request help when
needed
•Discuss the text
•Check predictions/react
personally
•Revisit text to problem
solve
•May re-read (to partner or
independently)
•Extend text
During Reading Practices
Phases of Writing Support
What is the purpose of each phase?
What instructional
practices/considerations are important
in each phase?
– Modeled, Shared, & Interactive Writing
– Interactive Writing In Action
HOMEWORK
• Wed-Thursday:
• Read Beck & McKeown: Text Talk Article
(Storybook Reading and Discussion)
• Short Reflection (on wiki)
• Friday-Monday:
• Finish Literacy Photo Journal
• Read WTW, Chapter 6 (Within Word
Patterns – the phonics patterns from last
week) - NO FLUENCY READINGS!
• Heads-up: Oct. 30 (Elementary Spelling
Inventory Due – p. 319)