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Balanced Literacy Framework Using Fountas and Pinnell Classroom (Word Work…
Balanced Literacy Framework
Using Fountas and Pinnell Classroom
Interactive Read Aloud
*What it looks like: 10-15 minute whole group
interactive mini-lesson
where the teacher is reading a book to the class. This book is oftentimes above the students' independent reading levels.
A “read-aloud is a teaching structure that introduces students to the joy of constructing meaning”( Burkins, 2016, p. 29).*
Shared Reading
What it looks like: 10-15 minute
whole group interactive mini-lesson
where the teacher and students are reading from a big book or copies of the same text. This book is reread many times to foster close reading.
Copies of the story are displayed for students to go back and reread independently to help build fluency and comprehension.
Guided Reading
What it looks like: 10-15 minute small group lessons where the teacher and students are reading a text on their instructional level that has been predetermined by through informal reading inventories (IRI). The teacher guides students through strategies and skills that will help the students develop their comprehension and fluency skills.
"
Guided Reading
is the final support before students reach independence” (Burkins, 2016, p. 81).
Writing
Lucy Calkins Units of Study
What it looks like: 10-15 minute whole group interactive mini-lesson focused on a specific writing skill, followed by 30-45 minutes of practice/application. Students work independently while the teacher confers with students about ways to develop their writing.
Word Work
What it looks like: 10-15 minute whole group interactive mini-lesson focused on specific sounds/sight words/skills/vocabulary words, followed by 10-20 minutes of practice/application. Students work independently while the teacher pulls small groups for practice/support.
Phonics
Comprehensive Phonics Instruction that builds on previously learned skills.
Spelling & Word Study
Leveled Spelling Lists using
Words Their Way
Flocabulary
used to build student's robust vocabulary.
Independent Reading
Provides students the opportunity to apply the skills they have learned while developing as readers. It allows them the autonomy to select books that match their interests. It fosters stretch and growth as readers and thinkers as students engage in
metacognition while building schema
.
What it looks like: 30-45 minutes of practice/application. Students work independently while the teacher confers with students about ways to develop as readers.
Book Clubs
Allows students the opportunity to apply the skills they have developed during their shared, guided, interactive, and independent reading lessons. It gives students the ability to take ownership of their learning while developing a sense of appreciation for literature and identifying genres with which they feel most enthralled.
What it looks like: 10-15 minute small-group, student-led discussions. The students focus on deepening their comprehension of books that they have previously read or listened to.
Intervention/ Tier II Instruction
Orton Gllingham
Systematic, multi-sensory phonics instruction for students that struggle with decoding and encoding words.
Leveled Literacy Intervention (LLI)
intensive small-group instruction that helps close the gaps for struggling readers.
What it looks like: 30-45 minute small group lessons where the teacher is guiding students through strategies and skills that will help the students improve upon targeted areas of weakness.