Across the six stages, there are three skill domains and six developmental areas to take into consideration when implementing a framework for comprehensive literacy instruction. Comprehensive Literacy Framework (K-5) If you are having trouble viewing the document, you may download the document. Guided Instruction - Students are supported by the teacher in Guided Reading Groups, which are a necessary, daily component of the literacy block. This professional text is divided into six sections that represent a comprehensive literacy framework: professional learning, organizing for learning, reading, writing, building blocks of language, and learning community. You were given skills and tools in school to master reading and writing. The chapters are written by a group of colleagues at The Ohio State University who work together to implement comprehensive literacy programs in elementary schools. CONCEPTUAL FOUNDATIONS OF THE LITERACY BLOCK.............................................................................6 Sections 2222–2225 of the Elementary and Secondary Education Act of 1965 authorizes the Comprehensive Literacy State Development (CLSD) Grant. An effective schoolwide literacy plan guides action on many levels, focusing multiple activities toward increasing students' reading, writing, and thinking skills. Shop Now Comprehensive Literacy. Comprehensive Literacy: English Instructional Plans. A comprehensive literacy action plan has action steps related to five key areas: 1. The “Read to Self” component is just what it sounds like: during this time your students … Multiple assessment strategies are essential in order to achieve high levels of performance in each aspect of the Comprehensive Literacy Framework. How to Make Things Stick to Cinder Block Walls, 11 Teacher Gift Ideas: What Teachers Really Want, 21 Read-Aloud Books for the Beginning of the School Year, An activity in which the teacher reads a book aloud to the whole group, The purpose is to model appropriate reading behaviors and reading strategies, A time to expose children to a variety of genres and literary styles, The teacher has an opportunity to show students the joys of reading, The teacher can teach how to think and discuss text by thinking aloud, The teacher has a set purpose for reading and models what a good reader sounds like, A time when the teacher is introducing a mini-lesson to the whole group using text that is read aloud together, Mini-lessons include comprehension skills, word attack skills, reading strategies, fluency, literary styles, and content of text, The teacher works with small groups of children that are on the same reading level or need instruction on the same skill, Each student has their own text, notebook, or other necessary materials, Other students are able to work independently with a text, practicing the skills taught in Shared Reading, or rotating through Literacy Centers, A time for students to read and write for their own enjoyment, Students select text based on their reading level and from their Browsing Bags, Students select writing prompts based upon their interests, A teaching technique where the teacher and student are sharing the pen, A way to model and coach writers as they are learning new writing tools, An opportunity for young writers to see and hear the processes that authors use because the writer sharing the pen is “thinking aloud”, A time when the teacher works with the whole group on phonics skills, spelling strategies, and grammar lessons, A time when the teacher works with small groups to reinforce skills and strategies, A way to teach literacy using a balanced approach, It provides various ways to teach reading and writing to students by using differentiated instruction and providing activities that support various learning styles, Students have choices in reading material, Students learn reading strategies and skills, Students become familiar with good literature and develop a relationship with established authors, Students respond to reading in many different ways, A writing approach that honors students as writers and helps them see themselves as authors, Differentiated instruction that supports writers at different rates, learning styles as well as interests, Grammar, Mechanics, Spelling are all embedded within the writing instruction (for example, students must apply the use of capital letters and end marks as they edit their writing), Writers apply the writing process as they develop ideas to write through the steps of Brainstorming, Planning, Drafting, Revising, Editing, Publishing, and the Celebration, Writers generate Ideas/Content in their writing, they Organize ideas, develop Voice, use strong Word Choice, vary Sentence Fluency, and correct Conventions (Six-Analytical Traits of Writing), Writers use developmentally appropriate spelling as they develop as writers and grow to more conventional spelling.