Transcript Guided Readers and Writers

GUIDED READERS AND WRITERS
Chapter 2
Achieving the Literacy
with a Three-Block
Framework : Language
& Word Study, Reading,
and Writing
ESSENTIAL ELEMENTS OF THE
FRAMEWORK THAT REMAIN CONSTANT
 1)
Language
 2) Literacy
 3) Literature
 4) Content
WHY USE A FRAMEWORK?
A Common Language and Vision
 Focus on a common set of practices
 Brings coherence
 Makes 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 reading
 Hour for writing
WHY USE A FRAMEWORK?
Routines for Independent
Learning
 With a predictable structure, learn
to be more independent
Making Connections
 Reading can contribute to writing
and word study
 Content areas and literature are
integrated
BLOCK 1: LANGUAGE AND WORD STUDY
Shared Language/Literacy
 Begins with community meeting
 Brief – expands language and/or
literacy skills
 Ex: 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, phonics
 Modeled/Shared Reading/Writing:
expands understanding
 Interactive Read-Aloud: teacher
reads, asks questions, students listen
BLOCK 2: READING WORKSHOP
Independent Reading
 Students read individually
 Usually select on texts
 Hold one on one conferences
Guided Reading
 Small homogenous group read same text
Literature Study
 Small heterogeneous group interested in
same things
BLOCK 2: READING WORKSHOP
Teacher Roles
 Independent Reading - mini-lessons,
conferences
 Guided Reading – introduce text,
observe, listen, engage
 Literature Study – present book
talks
BLOCK 2: READING WORKSHOP
Student Roles
 Independent Reading – select on
text, use time efficiently
 Guided Reading – actively apply new
skills
 Literature Study- prepare for
discussion, organize thoughts
BLOCK 3: WRITING WORKSHOP
Independent Writing
 Teacher – mini-lesson, conference
 Student – writes independently
Guided Writing
 Teacher/Student – small groups meet to
work on certain aspects of writing
Investigations
 Teacher – provides guidelines, structure,
and timeline
 Student – explore topics in depth
ORAL, VISUAL, AND TECHNOLOGICAL
COMMUNICATION
Oral language
 foundation of reading and writing
development
 Not just talk – involves new
challenging learning experiences
Learning New Language
 Learned through conversation,
experience, text
CONNECTING ORAL, VISUAL, AND
TECHNOLOGICAL, AND WRITTEN
COMMUNICATION
Conversation
 When student investigate, they
engage in conversations with others
 Learning conversation skills
Presentation
 Students 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
others
Visual 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 powerful
 Easier to plan
 Organize time more effectively