Literacy+Plan

__Literacy Program__

**﻿ My Philosophy of Literacy ** I believe that each child is a unique individual that deserves a secure, caring, and motivating environment in which to obtain the best possible education. Literacy instruction is an important component of education. My philosophy of literacy incorporates many of my beliefs as an educator. I believe that literacy incorporates the mediums of reading, writing, speaking, and listening. As an educator, it is important to have a basic knowledge of the theories of literacy development, particularly the ones that I model my teaching after. My philosophy of literacy reflects the literacy theories of Holdaway, Clay, Vygotsky, and Gardner.

Following Holdaway's Theory of Literacy Development and Clay's Emergent Literacy Theory, I believe that learning to read is a developmental process that starts when children are very young and continues throughout their lives (Tracey & Morrow, 2006). I strongly believe that parents play a critical role in the literacy development of young children. By modeling and reinforcing literacy activities at home in a print-rich environment, parents are demonstrating to their children the importance of literacy. Once children enter the classroom, teachers take on the role of modeling and reinforcing literacy activities and strategies. I believe in placing a strong emphasis on authentic reading and writing, the importance of reading across the curriculum, the need to make reading a part of everyday life, and shifting the responsibility of learning to the students. In my classroom, your child will be exposed to several genres of literature and will become aware of the different purposes for reading. I acknowledge the need to use a variety of texts, and I will strive to incorporate different instructional methods into my teaching to meet the needs of my learners. I believe reading instruction should continue long after students learn how to read. Skills and abilities should be taught beginning in elementary school and refined throughout middle school, high school, and college.

 I believe it is imperative for educators to understand the ways in which children learn best. Following Vygotsky’s Sociocultural Theory, I believe that children are most successful when given opportunities to interact with others ( [|http://www.muskingum.edu/~psych/psycweb/history/vygotsky. htm] ). In my classroom, I have created a collaborative learning environment in which the students are able to share ideas and work together to learn specific skills and construct knowledge. I also believe that students should be actively engaged in the learning process, taking part in meaningful, authentic activities (Tracey & Morrow, 2006). Literacy activities that promote peer interaction and direct experiences are most beneficial to the students. In addition, I believe in incorporating Gardner’s Theory of Multiple Intelligences into my classroom instruction. I am familiar with each of the eight types of intelligences and I understand that every child does not learn the same way. In order to plan lessons that are appropriate and meet the needs of my students, I will take time to get to know the strengths and weaknesses of each child in my classroom. Planning lessons that reflect the multiple intelligences of my students will result in more successful and competent learners (Henniger, 2005).

In my classroom, literacy instruction will follow a balanced-literacy approach, including components from both whole language and phonics instruction. I agree with the whole language approach to reading instruction and that an emphasis should be placed on comprehension and appreciation of a variety of texts. I agree that numerous high-quality, authentic texts should be used in the teaching of reading and writing. However, I feel reading instruction should also include phonics instruction. I believe that students need to be taught the “rules” that make up the English language. Students need to learn how print works, which includes learning all the letters and their sounds. Students also need to learn how to follow particular spelling patterns and rules in order to spell words correctly. Teachers must implement direct instruction in reading skills and strategies, and provide several opportunities to use the skills and strategies in authentic reading and writing activities (Zarillo, 2007). Incorporating a balanced-literacy approach into my classroom is an effective approach to literacy instruction that meets the needs of all learners.

In order to be literate in today's society, I believe that all people must possess skills to be able to read, write, listen, and communicate with others. We learn these skills early on, and as we grow, each skill is further developed based on our learning experiences. As teachers, it is our job to assist students in the development of each of these literacy skills through a variety of instructional strategies that meet the needs of diverse learners. Only then can we teach student how to express themselves. By incorporating my beliefs as an educator and the theories of Holdaway, Clay, Vygotsky, and Gardner into my instruction, I hope to instill a love of literacy in each of my students that will remain with them the rest of their lives.

__ References: __

Henniger, M. L. (2005). //Teaching young children: An introduction//. Ohio: Pearson Education, Inc. Tracey, D. H., & Morrow, L. M. (2006). //Lenses on reading: An introduction to theories and models//. New York: The Guilford Press. Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.

**﻿ Classroom Layout**

I believe that each child deserves a secure, caring, and motivating classroom environment in which learn. The way a teacher arranges the classroom has a considerable influence on the students' learning abilities. Effective teachers are able to create a classroom environment that not only takes into account the needs of every student, but also supports the students' physical, cognitive, emotional, and social development. My classroom will be colorful and welcoming, with a great deal of student work displayed on bulletin boards. In order to encourage literacy development, my classroom will be a print-rich environment that incorporates the four mediums of literacy: reading, writing, speaking, and listening. I believe in the importance of creating a classroom environment in which the students are able to interact and build positive relationships with each other. Therefore, the students' desks will be arranged in small cooperative learning groups. Four or five students will sit in each group and the students' desks will be moved on a regular basis so that they have an opportunity to learn and work with all of their classmates. Throughout the school day, instruction will range from whole-group to small-group to learning stations. Through the use of small-group instruction, my students will develop their social skills as they learn to work together. Through the use of learning stations, my students will work to build a sense of independence and responsibility for their education. Three small tables located at the front of the classroom will be used for small-group instruction and learning stations. The students' desks will be in the middle of the classroom, while the teacher's desk will be in the back of the room. Next to the teacher's desk will be the reading center, which contains the classroom library and the listening center. This area will provide a comfortable setting with a carpet, bean bag chairs, and pillows, in which the students can take part in reading activities. The classroom library will contain books at a variety of reading levels and genres to meet the needs and interests of the students. The listening center will contain books on tape that the students can enjoy listening to throughout the year. Next to the reading center will be the computer center, which contains four computers. I will be sure to incorporate technology into my lessons and the students' learning stations in order to enhance student learning. In addition, my classroom will foster a safe and positive atmosphere that acknowledges the strengths, weaknesses, and learning styles of all my students. By creating this environment, my students will learn the importance of creating positive relationships with their peers and developing a sense of respect for themselves and others.

** ﻿ Components of Literacy Instruction ** <span style="color: #ff0094; font-family: Georgia,serif; font-size: 130%;">__ Print Awareness __ <span style="color: #ce12ce; font-family: Georgia,serif;">__ ﻿ Strategies: __ <span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 90%;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.
 * 1) **<span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 110%;">Read Alouds/Shared Book Experience **<span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 110%;">- These two activities help to teach children about several print awareness concepts: print carries meaning, directionality of English/tracking print, sentence/letter/word recognition, and book orientation.
 * 2) **<span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 110%;">Create a Print-Rich Environment **<span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 110%;">- A classroom with a print-rich environment provides students with numerous examples of written language. Examples include labeling all classroom items and incorporating a "Morning Message" activities.
 * 3) **<span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 110%;">Language Experience Approach **<span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 110%;">- This particular approach can be used to teach most of the concepts of print. It involves a student dictating sentences about personal experiences and an adult recording the sentences verbatim. The adult and the child then read the text together.
 * 4) <span style="color: #ce12ce; font-family: Georgia,serif;">** Letter Recognition - ** This strategy refers to student's ability to identify the upper- and lowercase letters of the alphabet. This is an extremely important skills for developing print awareness.

<span style="color: #ce12ce; font-family: Georgia,serif;">__ Assessment: __ <span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 90%;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.
 * <span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 110%;">Marie Clay's //Concepts About Print// test - The teacher uses one of two books, __Sand__ or __Stones__, to assess book orientation, directionality, beginning and ending of a story, word sequence, and recognition of puncutation and capital letters.
 * <span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 110%;">Informal classroom assessments in which the teacher observes the students reading.

<span style="color: #ce12ce; font-family: Georgia,serif;">__ Research: __ <span style="background-color: #ffffff; color: #ce12ce; font-family: Georgia,serif; font-size: 90%;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc. <span style="color: #ce12ce; font-family: Georgia,serif; font-size: 90%;"> Texas Education Agency articles aken from []
 * <span style="color: #ce12ce; font-family: Georgia,serif;">Children that have developed a concept of print awareness understand that written language is related to oral language (Texas Education Agency, 2001).
 * <span style="color: #ce12ce; font-family: Georgia,serif;">Environmental print and print-rich classrooms provide emergent readers with an opportunity to interact with letters, sounds, and words, while also demonstrating the connections between the three (Reading Rockets, 2010).
 * <span style="color: #ce12ce; font-family: Georgia,serif;">Read aloud will help teach students that print carries meaning and will help them recognize the elements of a book, such as covers, pages, table of contents, ect (Zarrillo, 2007).
 * <span style="color: #ce12ce; font-family: Georgia,serif;">Books with predictable and patterned text can play a significant role in helping children develop and expand print awareness (Texas Education Agency, 2002).
 * <span style="color: #ce12ce; font-family: Georgia,serif;">It is when children are read to regularly, when they play with letters and engage in word games, and later, when they receive formal reading instruction, that they begin to understand how the system of print functions (Texas Education Agency, 2002).

<span style="color: #ce12ce; font-family: Georgia,serif;">__ Performance Indicators: __
 * <span style="color: #ce12ce; font-family: Georgia,serif;">**ELA.PK-01.RE.02** - Recognize the difference between letters and words
 * <span style="color: #ce12ce; font-family: Georgia,serif;">**ELA.PK-01.RE.01** - Distinguish between print and pictures
 * <span style="color: #ce12ce; font-family: Georgia,serif;">**ELA1.PK.RE1.04** - Students recognize and interpret familiar signs and symbols from the environment, such as labels on classroom furniture, equipment, and STOP signs.

<span style="color: #ff0094; display: block; font-family: Georgia,serif; font-size: 130%; text-align: center;">__ ﻿ Phonics __ <span style="color: #00a8ff; font-family: Georgia,serif;">__ Strategies: __ <span style="background-color: #ffffff; color: #00a8ff; font-family: Georgia,serif; font-size: 90%;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.
 * 1) <span style="color: #00a8ff; font-family: Georgia,serif;">** Whole-to-Part Lessons ** - These lessons start with sentences and then focus on the sound-symbol relationship.
 * 2) <span style="color: #00a8ff; font-family: Georgia,serif;">** Part-to-Whole Lessons ** - These lessons being with the sound and then focus on words.
 * 3) <span style="color: #00a8ff; font-family: Georgia,serif;">** Shared Book Experience with Big Books ** - This is an indirect teaching strategy in which the teacher reads aloud a big book so that the students can see the words. After reading the book, the teacher then implements a brief phonics lesson using words from the book.
 * 4) <span style="color: #00a8ff; font-family: Georgia,serif;">** Teach Sight Words (Word Walls) ** - Sight words are the words that all children should recognize and be able to read. Constructing a word wall, which is a wall that displays high-frequency and content-area words, is an effective way to teach sight words.

<span style="color: #00a8ff; font-family: Georgia,serif;">__ Assessment: __ <span style="background-color: #ffffff; color: #00a8ff; font-family: Georgia,serif; font-size: 110%;">- In order to asses students in phonics, administer tests that encode and decode in isolation and in context. <span style="background-color: #ffffff; color: #00a8ff; font-family: Georgia,serif; font-size: 90%;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.
 * <span style="background-color: #ffffff; color: #00a8ff; font-family: Georgia,serif; font-size: 110%;">**Encode in Isolation** - The child writes isolated words. An common example is a traditional spelling test.
 * <span style="color: #00a8ff; font-family: Georgia,serif;">**Encode in Context** - The child writes sentences or a paragraph and the teacher evaluates the child's writing, focusing on sound-symbol relationships.
 * <span style="color: #00a8ff; font-family: Georgia,serif;">**Decode in Isolation**- The child reads aloud a list of words. The teacher keeps track of mistakes, or miscues by the student.
 * <span style="color: #00a8ff; font-family: Georgia,serif;">**Decode in Context**- The child reads aloud a portion of a narrative or informational text. The teacher keeps track of the mistakes, or miscues made by the student.

<span style="color: #00a8ff; font-family: Georgia,serif;">__ Research: __ <span style="background-color: #ffffff; color: #00a8ff; font-family: Georgia,serif; font-size: 90%;">Excerpt from //Phonice Instruction// by the National Reading Panel (2007), taken from [|www.readingrockets.org/article/254/] <span style="background-color: #ffffff; color: #00a8ff; font-family: Georgia,serif; font-size: 90%;">Lane, H. B., & Wright, T. L. (2007). Maximizing the effectiveness of reading aloud. //The Reading Teacher, 60//(7), 668-675. <span style="background-color: #ffffff; color: #00a8ff; font-family: Georgia,serif; font-size: 90%;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.
 * <span style="color: #00a8ff; font-family: Georgia,serif;">A study conducted by the National Reading Panel (2000) found that systematic phonics instruction is beneficial for students in kindergarten through 6th grade and for children having difficulty learning to read. One benefit of systematic phonics instruction was an improved ability to read and spell for students across all grade levels.
 * <span style="color: #00a8ff; font-family: Georgia,serif;">Phonics skills must be integrated with the development of phonemic awareness, fluency, and text reading comprehension skills (National Reading Panel, 2000).
 * <span style="color: #00a8ff; font-family: Georgia,serif;">Reading aloud to children in shared book experiences increases vocabulary, listening comprehension skills, and word recognition, while helping to develop emergent reading skills. (Lane & Wright, 2007).
 * <span style="background-color: #ffffff; color: #00a8ff; font-family: Georgia,serif; font-size: 110%;">When children have developed word identification strategies, including developing an awareness of sight words, they are able to easily decode words while they are reading, which increases their automaticity and comprehension. (Zarrillo, 2007).

<span style="color: #00a8ff; font-family: Georgia,serif;">__ Performance Indicators: __
 * <span style="color: #00a8ff; font-family: Georgia,serif;">**ELA.PK-01.RE.05** - Recognize and identify letters of the alphabet
 * <span style="color: #00a8ff; font-family: Georgia,serif;">**ELA.PK-01.RE.09** - Recognize the different sounds that make up a word
 * <span style="color: #00a8ff; font-family: Georgia,serif;">**ELA.PK-01.RE.10** - Point to words in a text or on a chart when read aloud, matching spoken word to print

<span style="color: #ff0094; font-family: Georgia,serif; font-size: 120%;">__<span style="color: #ff0094; font-family: Georgia,serif; font-size: 130%;">﻿ Fluency__ <span style="color: #6e09b3; font-family: Georgia,serif; font-size: 13px;">To see an example of a fluency lesson click here. <span style="color: #6e09b3; font-family: Georgia,serif;">__ Strategies: __
 * 1) <span style="color: #6e09b3; font-family: Georgia,serif;">** Choral Reading ** - The teacher and students read a text aloud together. The teacher acts as a model, setting the pace for the students.
 * 2) <span style="color: #6e09b3; font-family: Georgia,serif;">** Cloze Reading ** - The teacher reads a text aloud while the students follow along silently. Every so often, the teacher will omit a word or phrase and the students must read the word or phrase aloud.
 * 3) <span style="color: #6e09b3; font-family: Georgia,serif;">** Partner Reading ** - The students work in pairs to practice reading. Most commonly a higher-level reader is paired up with a lower-level reader. The higher-level reader reads the passage aloud first to model fluent reading, then the lower-level reader reads it aloud. The higher-level students provides assistance and support to their partner as they read.
 * 4) <span style="color: #6e09b3; font-family: Georgia,serif;">** Rhythm Walks ** - A short reading passage is selected and broken up into segments or phrases. Each segment is written on a sentence strip and placed on the floor to simulate a path around the classroom. The students take turns walking across each sentence strip, reading the phrases as they walk.
 * 5) <span style="color: #6e09b3; font-family: Georgia,serif;">** Reader's Theatre ** - The students select a piece of literature they would like to present. Each student is given a reading part and asked to practice their part until they are able to read it fluently and with expression. The class will then perform their play to an audience.

<span style="color: #6e09b3; font-family: Georgia,serif;">__ Assessment: __
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">To assess a student's reading rate and accuracy, teachers calcuate the number of words correct per minute (WCPM). The student reads a passage aloud for one minute while the teacher keeps track of the number of errors made. Subtracting the number of errors from the total number of words read will result in WCPM. This score can be compared to oral reading fluency norms to determine the student's level of fluency. ([|www.readingrockets.org])

<span style="color: #6e09b3; font-family: Georgia,serif;">__ Research: __ <span style="color: #6e09b3; font-family: Georgia,serif;">** Choral Reading, Cloze Reading (Repeated Reading) ** <span style="background: white; color: #6e09b3; font-family: Georgia,serif; font-size: 12px; line-height: 115%;">Tyler B. J., & Chard, D. (2000) Using reader's theatre to foster fluency in struggling readers: A twist on the repeated reading strategy. //Reading & Writing Quarterly, 16,// 163-168.
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">Rereading a text increases a student's reading rate and accuracy (Tyler & Chard, 2000).
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">Rereading a text also increases a student's comprehension (Tyler & Chard, 2000).
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">As referenced in Tyler and Chard (2000), Dowhower (1987/1989) states, having a student reread a passage leads to increases in fluency and comprehension in future readings.

<span style="color: #6e09b3; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">** Partner Reading **

<span style="background: white; color: #6e09b3; font-family: Georgia,serif; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Marr, M. B., & Dugan, K. K. (2007). Using partners to build reading fluency. //Preventing School Failure, 51//(2), 52-55.
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">Peer reading partners are able to model fluent reading and provide support and feedback for a struggling reader (Marr & Dugan, 2007).
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">According to Marr and Dugan (2007), students who particiapted in partner reading activities showed significant growth in reading fluency when compared with their peers.

<span style="color: #6e09b3; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">** Rhythm Walks **

<span style="background: white; color: #6e09b3; font-family: Georgia,serif; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Peebles, J. L. (2007). Incorporating movement with fluency instruction: A motivation for struggling readers. //Reading Teacher, 61//(6), 578-581.
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">According to Peebles (2007), incorporating movement through Rhythm Walks permits students to focus on three aspects of fluent reading: fluidity, appropriate speed, and prosody.
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">Incorporating movement into fluency activities enhances the brain's ability to learn why also motivates students to take part in rereading activities (Peebles, 2007).

<span style="color: #6e09b3; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">** Reader's Theatre **

<span style="background: white; color: #6e09b3; font-family: Georgia,serif; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Tyler B. J., & Chard, D. (2000) Using reader's theatre to foster fluency in struggling readers: A twist on the repeated reading strategy. //Reading & Writing Quarterly, 16,// 163-168.
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">Reader's Theatre activities are appealing to children because the students get to work in small groups, the text is shared among the group meaning each student is only responsible for reading their own part, and the students are actively engaged in the reading process (Tyler & Chard, 2000).
 * <span style="background: white; color: #6e09b3; font-family: Georgia,serif;">According to Tyler and Chard (2000) Reader's Theatre activities provide students with a reason to reread, as it is necessary for them to practice their part for the performance.

<span style="color: #6e09b3; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">__ Performance Indicators: __


 * <span style="color: #6e09b3; font-family: Georgia,serif;">** ELA.02-04.RE.07 - ** Read with attention to sentence structure and punctuation, such as periods, question marks, and commas, to assist in comprehension
 * <span style="color: #6e09b3; font-family: Georgia,serif;">** ELA.02-04.RE.12 - ** Read aloud at appropriate rate
 * <span style="color: #6e09b3; font-family: Georgia,serif;">** ELA.02-04.RE.13 - ** Read with increasing fluency and confidence from a variety of texts
 * <span style="color: #6e09b3; font-family: Georgia,serif;">** ELA2.03.RE1.02 - ** Students engage in purposeful oral reading in small and large groups

<span style="color: #ff0094; font-family: Georgia,serif; font-size: 120%; line-height: normal; margin-bottom: 0pt;">__ <span style="background: white; color: #ff0094; font-family: Georgia,serif; font-size: 130%;">﻿ Vocabulary __ <span style="color: #ff9200; font-family: Georgia,serif;">To see an example of a vocabulary lesson click here. <span style="color: #ff9200; font-family: Georgia,serif;">__ Strategies: __ <span style="color: #ff9200; font-family: Georgia,serif;">- To view video of a class using the Frayer Model, click on the following link: [|Frayer Model Lesson] (taken from [|www.justreadnow.com])
 * 1) <span style="color: #ff9200; font-family: Georgia,serif;">**Frayer Model**- Through the use of a graphic organizer, the students are able to create an understanding of vocabulary words by defining the word, describing characteristics of the word, and providing examples and non-examples of the word.

<span style="color: #ff9200; font-family: Georgia,serif;">__ Assessment: __
 * <span style="background: white; color: #ff9200; font-family: Georgia,serif;">Teachers can use the student's completed Frayer Models to assess their understanding of unknown words they come across while reading.

<span style="color: #ff9200; font-family: Georgia,serif;">__ Research: __ <span style="color: #ff9200; font-family: Georgia,serif;">**Frayer Model** <span style="color: #ff9200; font-family: Georgia,serif; font-size: 90%;">Eeds, M., & Cockrum, W. A. (1985) Teaching word meanings by expanding schemata vs. dictionary work vs. reading in context. //Journal of Reading, 28//(6), 493-497.
 * <span style="color: #ff9200; font-family: Georgia,serif;">According to a study conducted by Eeds and Cockrum (1985), vocabulary instruction that allows students to fit new words into their existing schemata is more effective than looking words up in a dictionary or using context clues to determine meaning.
 * <span style="color: #ff9200; font-family: Georgia,serif;">Eeds and Cockrum (1985) also found that incorporating direct instruction methods, like the Frayer Model, into vocabulary instruction results in students learning and remembering more new words.

<span style="color: #ff9200; font-family: Georgia,serif;">__ Examples: __ <span style="background: white; color: #ff9200; font-family: Georgia,serif;">**Frayer Model** - A student's completed Frayer Model for the vocabulary word //gateau//. <span style="color: #ff9200; font-family: Georgia,serif;">__ Performance Indicators: __
 * <span style="color: #ff9200; font-family: Georgia,serif; font-size: 14px; line-height: 115%;">**ELA.02-04.RE.11** - Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources
 * <span style="color: #ff9200; font-family: Georgia,serif; font-size: 14px; line-height: 115%;">**Literacy Competency -** Analyze word structure (e.g., roots, prefixes, suffixes) to learn word meaning
 * <span style="color: #ff9200; font-family: Georgia,serif; font-size: 14px; line-height: 115%;">**Literacy Competency -** Identify specific words causing comprehension difficulties in oral or written language
 * <span style="color: #ff9200; font-family: Georgia,serif; font-size: 14px; line-height: 115%;">**Literacy Competency -** Learn new vocabulary and concepts indirectly by reading books and other print sources

<span style="color: #ff0094; font-family: Georgia,serif; font-size: 130%; line-height: normal; margin-bottom: 0pt;">__ ﻿ Spelling __ <span style="color: #fd5dfd; font-family: Georgia,serif;">__ ﻿ Strategies: __ <span style="background-color: #ffffff; color: #fd5dfd; font-family: Georgia,serif; font-size: 90%;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.
 * 1) **<span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">Direct Instruction of Orthographic Patterns (Word Families) **<span style="background: white; color: #fd5dfd; font-family: Georgia,serif;"> - Through a combination of spelling and phonics, this strategy teaches students how to identify words that share the same spelling patterns. Teaching spelling using common spelling patterns allows students to become familiar with how to spell many differnt words that share the same pattern. For example: -//ate// is a common spelling pattern to teach students. Once students become familiar with this pattern, they are able to spell many words in this word family (//date, mate, fate, late, hate, etc.)//
 * 2) **<span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">Multisensory Techniques **<span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">- Through the use of a variety of techniques, teachers can help all students learn how to spell. Incorporating visual, auditory, kinesthetic and tactile activities into spelling instruction helps to meet the different needs of the students.
 * 3) **<span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">Etymology/Morphology **<span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">- Etymology is the study of the origin and development of words, while morphology includes teaching prefixes, suffixes, and root words.

<span style="color: #fd5dfd; font-family: Georgia,serif;">__ Assessment: __ <span style="background-color: #ffffff; color: #fd5dfd; font-family: Georgia,serif; font-size: 12px;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.
 * <span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">Assess in isolation: spelling tests - This is one way to assess a student's spelling abilities. The teacher reads a list of words aloud and the students write them. This type of assessment requires the students to encode words in isolation.
 * <span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">Assess in context: writing samples - This is another way to assess a student's spelling abilities. Teachers should regularly collect student writing samples to look for patterns in the students spelling choices. Teachers should look at the students' spelling mistakes to determine the focus of future spelling lessons.

<span style="color: #fd5dfd; font-family: Georgia,serif;">__ Research: __ <span style="color: #fd5dfd; font-family: Georgia,serif; font-size: 90%;">Williams, C., Phillips-Birdson, C., Hufnagel, K., Hungler, D. & Lundstrom, R. P. (2009). Word study instruction in the K-2 classroom. //The Reading Teacher, 62//(7), 570-578). <span style="color: #fd5dfd; font-family: Georgia,serif; font-size: 90%;">Wallace, R. R. (2006). Characteristics of effective spelling instruction. //Reading Horizons, 46//(4), 267-278). <span style="background-color: #ffffff; color: #fd5dfd; font-family: Georgia,serif; font-size: 90%;">Zarrillo, J. (2007). //Are you prepared to teach reading? A practical tool for self-assessment//. New Jersey: Pearson Education, Inc.
 * <span style="color: #fd5dfd; font-family: Georgia,serif;">In a review composed by Wallace (2006), it was determined that good spellers use visual imagery, break words into chunks, recognize certain parts of words, combine word segments with a visual image of the word, and use active monitoring by slowly pronouncing words to cue auditory memory, using phonics initially, and then adding visual and semantic information.
 * <span style="color: #fd5dfd; font-family: Georgia,serif;"> Systematic word study, which includes teaching word families and common spelling patterns, helps students to learn words and transfer features to other words ( Williams, Phillips-Birdson, Hufnagel, Hungler, & Lundstrom, 2009).
 * <span style="color: #fd5dfd; font-family: Georgia,serif;">A child's ability to spell is closely related to his/her word identification skills. Spelling instruction that incorporates word study instruction teaches students how to use word knowledge strategically in writing and reading (William et al., 2009).
 * <span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">Multisensory approaches to teaching spelling words, specifically tactile approaches, are highly motivational and are most effective when used wtih younger students (Zarrillo, 2007).

<span style="color: #fd5dfd; font-family: Georgia,serif;">__ Examples: __ <span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">Click here for an exampe of Spelling learning stations for one week.

<span style="background: white; color: #fd5dfd; font-family: Georgia,serif;">__Performance Indicator:__


 * <span style="color: #fd5dfd; font-family: Georgia,serif; font-size: 14px;">**ELA.02-04.WR.02 -** Spell frequently used words correctly.

<span style="color: #ff0094; font-family: Georgia,serif; font-size: 130%; line-height: normal; margin-bottom: 0pt;">__ <span style="background: white; color: #ff0094; font-family: Georgia,serif; font-size: 130%;"><span style="background: white; color: #ff0094; font-family: Georgia,serif; font-size: 130%;">﻿ ﻿ Writing __ <span style="color: #f72b2b; font-family: Georgia,serif;">__ Strategies: __
 * 1) <span style="background: white; color: #f72b2b; font-family: Georgia,serif;">**Writer's Workshop** - Students use the steps of the writing process to create a writing piece. Click here to view the steps of the writing process, including an example.
 * 2) <span style="color: #f72b2b; font-family: Georgia,serif;">** Writing Groups - ** Prior to publishing, students work together in a small group setting to share their writing pieces and receive constructive feedback.

<span style="color: #f72b2b; font-family: Georgia,serif;">__ Assessment: __
 * <span style="background: white; color: #f72b2b; font-family: Georgia,serif;">While the students are taking part in Writer's Workshop, the teacher can have individual conferences with the students to assess their understanding and completion of each of the steps in the writing process.
 * <span style="background: white; color: #f72b2b; font-family: Georgia,serif;">All of the students' work from the brainstorming stage up to the publishing stage can also be used as a means of assessment. Rubrics are a common form of assessment for writing.

<span style="color: #f72b2b; font-family: Georgia,serif;">__ Research: __ <span style="color: #f72b2b; font-family: Georgia,serif; font-size: 90%;">Gere, A. R., & Abbott, R. D. (1985). Talking about writing: The language of writing groups. //Research in the Teaching of English, 19//(4), 362-385.
 * <span style="background: white; color: #f72b2b; font-family: Georgia,serif;">According to a study completed by Gere and Abbott (1985), writing groups are beneficial to students because "research on instruction suggests that collaboration enables students to develop judgement and critical skills better and faster than when students work independently on the same task" (p.363-364).
 * <span style="color: #f72b2b; font-family: Georgia,serif;">As referenced by Gere and Abbott (1985), previously conducted research states that writing groups improve "...critical thinking, organization and appropriateness of writing (Lagana, 1973), in improving usage in writing (Wayne, 1973), in increasing the amount of revision done by students (Benson, 1979), and in reducing students' apprehension about writing (Fox, 1980)" (p. 363).
 * <span style="color: #f72b2b; font-family: Georgia,serif;">According to Fox (1980), when students are paired up for peer-reviewed editing, they are able to learn and become familiar with a variety of writing styles (Gere & Abott, 1985).
 * <span style="color: #f72b2b; font-family: Georgia,serif;">Students become more conscious of themselves as writers and gain more confidence in their writing abilities (Gere & Abbott, 1985).

<span style="color: #f72b2b; font-family: Georgia,serif;">__ Examples: __ <span style="color: #f72b2b; font-family: Georgia,serif;">** An example of a brainstorming strategy that can be used during Writer's Workshop. **

<span style="color: #f72b2b; font-family: Georgia,serif;">__ Performance Indicators: __
 * <span style="color: #f72b2b; font-family: Georgia,serif;">**ELA.02-04.WR.01 -** Being to develop a voice in writing
 * <span style="color: #f72b2b; font-family: Georgia,serif;">**ELA.02-04.WR.07** - Use an organizational format that reflects a begining, middle, and end.
 * <span style="color: #f72b2b; font-family: Georgia,serif;">**ELA.02-04.WR.09** - Learn and use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)
 * <span style="color: #f72b2b; font-family: Georgia,serif;">**ELA.02-04.WR.10** - Use revision strategies to develop writing, including conferring with teachers and peers, and cutting and pasting.
 * <span style="color: #f72b2b; font-family: Georgia,serif;">**ELA2.04.WR2.06** - Students use a computer to create, respond to, and interpret literary texts.
 * <span style="color: #f72b2b; font-family: Georgia,serif;">**ELA3.04.WR2.01** - Students use prewriting strategies, such as semantic webs and Venn diagrams, to organize ideas and information and to plan writing.
 * <span style="color: #f72b2b; font-family: Georgia,serif;">**ELA4.04.WR2.01** - Students share the process of writing with peers and adults; for example, write with a partner.

<span style="color: #ff0094; font-family: Georgia,serif; font-size: 130%; line-height: normal; margin-bottom: 0pt;">__ Comprehension __ <span style="color: #ff0094; font-family: Georgia,serif; font-size: 130%; line-height: normal; margin-bottom: 0pt;">__ ﻿ __ <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px;">To see examples of comprehension lessons click here. <span style="color: #15a611; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">__ Strategies: __


 * 1) **<span style="background: white; color: #15a611; font-family: 'Georgia','serif';">Reciprocal Teaching **<span style="background: white; color: #15a611; font-family: 'Georgia','serif';"> - Through this strategy, the students take part in a small group reading session. At first, the teacher acts as the facilitator, modeling for the students how to generate a book discussion using the strategies of summarizing, questioning, clarifying, and predicting. Once the students understand the process, they run the session on their own, each taking turns to act as the facilitator. To view an example of a reciprocal teaching lesson, click on the following link: <span style="color: blue; font-family: 'Arial','sans-serif'; font-size: 13px;">[|Reciprocal Teaching Lesson] <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px;">(taken from [|www.readingrockets.org)]
 * 2) **<span style="background: white; color: #15a611; font-family: 'Georgia','serif';">Visual Imager **<span style="background: white; color: #15a611; font-family: 'Georgia','serif';">y - This strategy teaches students to generate visual images in their head while they are reading as a means of enhancing comprehension of a text.
 * 3) <span style="color: #15a611; font-family: Georgia,serif;"> **Inquiry Chart (I-Chart)** - An Inquiry Chart is a strategy that enables students to gather information about a specific topic from different sources. First, questions are created about a topic. Students read or listen to several sources on the given topic and record answers to the questions in the I-chart. A summary can be generated in the final row of the chart. Various answers can then be explored as a class.

<span style="color: #15a611; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">__ Assessment: __


 * <span style="background: white; color: #15a611; font-family: 'Georgia','serif';">To assess a student's ability to use the reciprocal teaching strategy, teachers can observe the student's participation and contributions during the group session through the use of anecdotal notes.
 * <span style="background: white; color: #15a611; font-family: 'Georgia','serif';">To assess a student's use of the visual imagery strategy, instruct the students to create a drawing that depicts the mental picture they formed in their head while reading. The students' drawings can be used as a means of assessment to determine whether or not the students were able to comprehend the characters and the main ideas from the text.
 * <span style="background: white; color: #15a611; font-family: 'Georgia','serif';">The student's responses on an Inquiry-chart can be used as a means of assessing their comprehension of a reading selection.

<span style="color: #15a611; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">__ Research: __ **<span style="background: white; color: #15a611; font-family: 'Georgia','serif';">Reciprocal Teaching **

<span style="background: white; color: #15a611; font-family: 'Georgia','serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Palinscar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. //Cognition and Instruction, 1//(2), 117-175. <span style="background: white; color: #15a611; font-family: 'Georgia','serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Helfeldt, J. P., & Lalik, R. (1976). Reciprocal student-teacher questioning. //Reading Teacher, 30//(3), 283-287.
 * <span style="background: white; color: #15a611; font-family: 'Georgia','serif';">According to a study conducted by Helfeldt and Lalik (1976), reciprocal student-teacher questioning was more effective in developing reading abilities than traditional teacher questioning formats.
 * <span style="background: white; color: #15a611; font-family: 'Georgia','serif';">Allowing students to ask their own questions related to a text provides a purpose for reading while also increases their reading abilities (Helfeldt & Lalik, 1976).
 * <span style="background: white; color: #15a611; font-family: 'Georgia','serif';">According to two studies conducted by Palincsar and Brown (1984), reciprocal teaching that includes a teacher model results in improvement in questioning, summarizing, and clarfying, while also enhancing overall comprehension.

**<span style="background: white; color: #15a611; font-family: 'Georgia','serif';">Visual Imagery **

<span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Naughton, V. M. (2008). Picture it! //Reading Teacher, 62//(1), 65-68.
 * <span style="background: white; color: #15a611; font-family: 'Georgia','serif';">Generating visual images <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px;">is a powerful tool to aid comprehension in reading and to display what the reader sees in a text (Naughton, 2008).
 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px;">Visual imagery promotes discussion among readers and enhances memory and recall of the story and its vocabulary (Naughton, 2008).
 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px;">Creating a drawing of the visual images forces students to reflect back on the reading, while the end result can be used to assess comprehension of what was read (Naughton, 2008).

<span style="background: white; color: #15a611; font-family: Georgia,serif; font-size: 90%; line-height: normal; margin-bottom: 0pt;">Hoffman, J. V. (1992). Critical reading/thinking across the curriculum: Using I-charts to support learning. //Language Arts, 69//, 121-127.
 * <span style="background: white; color: #15a611; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">Inquiry Chart (I-Chart) **
 * <span style="background: white; color: #15a611; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">According to Hoffman (1992), implemting I-Charts is one way to teach students how to develop critical thinking skills.
 * <span style="background: white; color: #15a611; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">The critical thinking skills that are developed are: a student's ability to generate questions, access their prior knowledge, compare facts from various sources, and summarize important information (Hoffman, 1992).

<span style="color: #15a611; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">__ Examples: __ <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">**Visual Imagery** - A first grade student's drawing depicting his visual imagery from __The Boy Who Cried Wolf__ (Naughton, 2008). <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px; line-height: 0px; margin-bottom: 0pt; overflow: hidden;">


 * <span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px; line-height: 0px; margin-bottom: 0pt; overflow: hidden;">Inquiry Chart (I-Chart) **<span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px; line-height: 0px; margin-bottom: 0pt; overflow: hidden;">- A complete I-Chart for chapter 13 of __Harry Potter and the Half-Blood Prince__.

behaving at the orphanage? Provide a few examples. || How does Tom Riddle's childhood influence his behavior as Lord Voldemort? || Dumbledore mentions to Harry that the young Tom Riddle liked to collect trophies. Why do you think this is an important fact for Harry to know? || Interesting Facts || New Questions || Thirteen: The Secret Riddle || <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- When Dumbledore first mentioned Hogwarts, Tom Riddle acted very suprised to discover that there was a school to teach wizardry. He also seemed very intrigued by the school, displaying a want to attend. <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- Tom's first response was to back away from Dumbledore, looking furious, as he thought Dumbledore was going to take him to the asylum. || <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- At the orphange, Tom Riddle was not very nice to the other children. He used his magic to hurt them and make bad things happen to them. He also stole their toys. <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- There were "nasty" incidents at the orphanage; he caused a classmate's pet rabbit to hang from the rafters, stole "everyday objects," and spooked 2 classmates in a cave, who were never the same afterwards. || <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- Tom Riddle had a very depressing childhood. He grew up with no parents and no friends. He never learned how to love others. These aspects of his childhood helped to influence his behaviors and attitudes as Lord Voldemort. <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- Perhaps because he never made an emotional attachment w/ a parent figure, Tom was unable or unwilling to develop friendships or attachments to people. He used people and felt no remorse about hurting them. || <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- I think this is important for Harry to know because I believe the trophies played a role in hwo Voldemort regained power. - Tom's habit of collecting trophies from his victims must provide a clue to his behavior as Lord Voldemort and a trail to follow. || <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- Dumbledore did not know when he met Voldemort that he would eventually become a powerful dark wizard. <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- Tom's behavior already demonstrated that he was "highly self-sufficient, secretive, and...friendless." || <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- Why did Dumbledore let Tom go to Diagon Alley alone? <span style="color: #404040; font-family: Arial,Helvetica,sans-serif;">- Where did Marvolo Gaunt's ring go? || <span style="color: #15a611; font-family: Georgia,serif; line-height: normal; margin-bottom: 0pt;">__ Performance Indicators: __
 * Topic:
 * //Tom//**
 * //Riddle//**
 * //as a Young Boy//** || How did Tom Riddle act when Dumbledore first mentioned Hogwarts? || How was Tom Riddle
 * **What we Know** ||  ||   ||   ||   ||   ||   ||
 * 1.Chapter


 * <span style="color: #15a611; font-family: Georgia,serif;">**ELA2.03.RE1.07** - Students use previous reading and life experiences to understand and compare literature.
 * <span style="color: #15a611; font-family: Georgia,serif;">** ELA2.03.RE1.08 ** - Students make predictions, draw conclusions, and make inferences about events and characters
 * <span style="color: #15a611; font-family: Georgia,serif;">** ELA2.03.RE1.11 ** - Students use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events.
 * <span style="color: #15a611; font-family: Georgia,serif;">** ELA2.03.RE1.12 ** - Students use knowledge of story structure, story elements, and key vocabulary to interpret stories.
 * <span style="color: #15a611; font-family: Georgia,serif;">** ELA2.03.RE1.14 ** - Students summarize main ideas and supporting details from imaginative texts, both orally and in writing.
 * <span style="color: #15a611; font-family: Georgia,serif;">**ELA3.03.RE1.03** - Students analyze information on the basis of new or prior knowledge and/or personal experience.
 * **<span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px;">ELA4.03.RE1.01 **<span style="color: #15a611; font-family: 'Georgia','serif'; font-size: 13px;">- Students share reading experiences to build relationships with peers or adults; for example, read together silently or aloud.