G UIDED R EADERS AND W RITERS Chapter 2 Achieving the Literacy with a Three-Block Framework :...
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Transcript of G UIDED R EADERS AND W RITERS Chapter 2 Achieving the Literacy with a Three-Block Framework :...
GUIDED READERS AND WRITERS
Chapter 2Achieving the Literacy
with a Three-Block Framework : Language
& Word Study, Reading, and Writing
ESSENTIAL ELEMENTS OF THE FRAMEWORK THAT REMAIN CONSTANT
1) Language2) Literacy3) Literature4) Content
WHY USE A FRAMEWORK?
A Common Language and Vision
Focus on a common set of practices
Brings coherenceMakes planning with colleagues
easier
WHY USE A FRAMEWORK?
Efficient Allocation of Instructional Time
Structured framework makes management easier
30-60 min. for language and word study
Hour for readingHour for writing
WHY USE A FRAMEWORK?
Routines for Independent Learning
With a predictable structure, learn to be more independent
Making ConnectionsReading can contribute to writing
and word studyContent areas and literature are
integrated
BLOCK 1: LANGUAGE AND WORD STUDY
Shared Language/LiteracyBegins with community meetingBrief – expands language and/or
literacy skillsEx: ask students, in groups of 3,
to talk about a topic for 3 min. Then as class, share key ideas that surfaced
BLOCK 1: LANGUAGE AND WORD STUDY
Interactive edit: brief (5 min) focusing on conventions
Handwriting: once a week – focus on letter formation (5 min)
Word Study: focus on spelling, phonicsModeled/Shared Reading/Writing:
expands understandingInteractive Read-Aloud: teacher reads,
asks questions, students listen
BLOCK 2: READING WORKSHOP
Independent Reading Students read individuallyUsually select on texts Hold one on one conferencesGuided Reading Small homogenous group read same
textLiterature Study Small heterogeneous group interested
in same things
BLOCK 2: READING WORKSHOP
Teacher RolesIndependent Reading - mini-
lessons, conferencesGuided Reading – introduce text,
observe, listen, engageLiterature Study – present book
talks
BLOCK 2: READING WORKSHOP
Student RolesIndependent Reading – select on
text, use time efficientlyGuided Reading – actively apply
new skillsLiterature Study- prepare for
discussion, organize thoughts
BLOCK 3: WRITING WORKSHOP
Independent Writing Teacher – mini-lesson, conference Student – writes independentlyGuided Writing Teacher/Student – small groups meet
to work on certain aspects of writingInvestigations Teacher – provides guidelines,
structure, and timeline Student – explore topics in depth
ORAL, VISUAL, AND TECHNOLOGICAL COMMUNICATION
Oral language foundation of reading and writing
developmentNot just talk – involves new
challenging learning experiencesLearning New LanguageLearned through conversation,
experience, text
CONNECTING ORAL, VISUAL, AND TECHNOLOGICAL, AND WRITTEN
COMMUNICATION
ConversationWhen student investigate, they
engage in conversations with others
Learning conversation skillsPresentationStudents use oral language and
visual communication tools
CONNECTING ORAL, VISUAL, AND TECHNOLOGICAL, AND WRITTEN
COMMUNICATION
Performance/Drama Improvised or informal Explore, learn about life, empathize
with othersVisual Representation Integral part of communication Draw, sketch, or print to share
response to text Play important part in inquiry
CONCLUSION
Purpose of framework:Makes teaching more powerfulEasier to planOrganize time more effectively