The literacy task decided to focus first on teacher modeling. They knew that teachers needed to provide systematic, purposeful, and direct instruction in skills and strategies if students were to make progress. As noted by , 3 Literacy Framework Reading Writing Oral language Components and Phonemic awareness Writing processes Speaking instructional categories Phonics Genres Accountable Cueing systems (graphophonic, Conventions questioning, semantic, syntactic, pragmatic) Craft extending) Concepts about print Sentencing Language Fluency Paragraphing Habits of talk Reading vocabulary Spelling listening) Text structure (fiction and Fluency Prosody nonfiction) Writing vocabulary Comprehension Metacognitive strategies Direct Shared reading Shared writing Storytelling instruction/modeling Read-alouds Language Experience (focus lessons) Think-alouds Approach K-W-L charts Language Interactive writing Power writing Guided instruction Guided reading Guided writing Language Responding to text Generative writing Presentation Comprehension strategy Writing models oral language) instruction Conferences Discussion Conferences Oral cloze Collaborative learning Literature circles Progressive writing Discussion Book clubs Paired writing ReQuest Reciprocal teaching Group composition Table topics Partner reading Peer response to writing Listening Collaborative strategic reading Author’s chair Oral Word study center Content writing center Group Content reading center Cooperative Readers Independent practice Reading for pleasure and Daily writing (e.g., journals, Following with conferring lifelong learning essays, short stories, Independent reading poetry) prepared Sustained silent reading RAFT writing Note-taking Note-making Participating in writing conferences
The literacy task decided to focus first on teacher modeling. They knew that teachers needed to provide systematic, purposeful, and direct instruction in skills and strategies if students were to make progress. As noted by , 3 Literacy Framework Reading Writing Oral language Components and instructional categories Phonemic awareness Phonics Cueing systems (graphophonic, semantic, syntactic, pragmatic) Concepts about print Fluency Reading vocabulary Text structure (fiction and nonfiction) Comprehension Metacognitive strategies Writing processes Genres Conventions Craft Sentencing Paragraphing Spelling Fluency Writing vocabulary Speaking Accountable questioning, extending) Language Habits of talk listening) Prosody Direct instruction/modeling (focus lessons) Shared reading Read-alouds Think-alouds Shared writing Language Experience Approach Interactive writing Power writing Storytelling K-W-L charts Language Guided instruction Guided reading Responding to text Comprehension strategy instruction Conferences Guided writing Generative writing Writing models Conferences Language Presentation oral language) Discussion Oral cloze Collaborative learning Literature circles Book clubs Reciprocal teaching Partner reading Collaborative strategic reading Word study center Content reading center Progressive writing Paired writing Group composition Peer response to writing Author’s chair Content writing center Discussion ReQuest Table topics Listening Oral Group Cooperative Readers Independent practice with conferring Reading for pleasure and lifelong learning Independent reading Sustained silent reading Note-making Daily writing (e.g., journals, essays, short stories, poetry) RAFT writing Participating in writing conferences Following prepared Note-taking
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