Literacy Development Tram Do Skalinski

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Explicit instruction of skills and strategies is vital for development; activating existing knowledge, teacher modeling and scaffolding of skills, gradual release to establish student proficiency

References

References:

Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20.

Faver, S. (2008). Repeated reading of poetry can enhance reading fluency. Reading Teacher, 62(4), 350-352.

Fisher, D. & Frey, N. (2015). Selecting Texts and Tasks for Content Area Reading and Learning. Reading Teacher, 68(7), 524-529. DOI: 10.1002/trtr.1344

Graham, S., & Harris, K. R. (2016). A path to better writing: Evidence-based practices in the classroom. The Reading Teacher, 69, 359-365. DOI: 10.1002/trtr.1432

Harris, K. R., Graham, S., Friedlander, B., & Laud, L. (2013). Bring powerful writing strategies into your classroom! The Reading Teacher, 66, 538-542.DOI: 10.1002/TRTR.1156

Kirby, R., & Bowers, N. (2012). Morphology works. What Works? Research into Practice, Ontario Ministry of Education Literacy and Numeracy Secretariat.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Morphology.pdf

Knatim. Summarization 6 reciprocal teaching pt 1. YouTube. (2009, March 4). https://youtu.be/8oXskcnb4RA

Lane, H. B., & Allen, S. A. (2010). The vocabulary rich classroom: Modeling sophisticated word use to promote word consciousness and vocabulary growth. The Reading Teacher, 63, 362-370. 

Mayer, R. (2008). Learning to write. In R. Mayer, Learning and Instruction (2nd. Ed. pp. 120-151) Upper Saddle River: Pearson.

McKeown, M. G., Beck, I. L. (2011). Making vocabulary interventions engaging and effective. In R. E. O’Conner, & P.F. Vadasy, (Eds.). Handbook of reading interventions (pp. 138-168). New York, NY: Guilford Press.

Pollard-Durodola, S., & Gonzalez, J. E., Simmons, D. C., Davis, M. J., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers’ content vocabulary. The Reading Teacher, 65(4), 265-274. DOI: 10.1002/TRTR.01035

Rasinski, T. V., & Samuels, S. J. (2011). Reading fluency: What it is and what it is not. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed., pp. 94-114). Newark, DE: International Reading Association.

Reading Rockets. (2014, April 16). Reading as Dialogue [Video].  YouTube. https://www.youtube.com/watch?v=yNi2huTBaP8

Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. The Reading Teacher, 57, 598-609.

New learning written in green boxes and connections made between components are marked with green, dotted lines.

Literacy Development Tram Do Skalinski

Speaking

read alouds

Dialogic Thinking (Reading Rockets, 2014)

Text Talk (Beck & McKeown, 2015)

conversations at home

teacher led mini lessons

presentations

peer learning

small group interactions

student-teacher conferences

partner shares

community meetings

Writing

writing process

self-regulating (Harris et al., 2013)

goal setting SRSD

students write about what they know or have researched (Mayer, 2008)

30 minutes each day (Graham & Harris, 2016)

3 components (Mayer, 2008)

reviewing

detection and correction of errors, internalize revision process

translation

converting ideas into words

planning

development and organization of ideas

organization

voice

word choice

"word consciousness" (Blachowicz et al., 2006)

opportunities to apply new language (Land & Allen, 2010)

enhance language as year progresses; "friendly explanations" - defining words in everyday connected language (Land & Allen, 2010)

explicite instruction eg. Sample Instructional Sequence (McKeown & Beck, 2011)

morphology

Structured Word Inquiry (Kirby & Bowers, 2012)

sentence fluency

grammar

convention

ideas

pre-writing

drawings

scribbling

understanding print holds meaning

alphabetic knowledge

Listening

language patterns

vocabulary

comprehension

oral language

Reading

Comprehension

Teacher-led Questioning

QAR approach (Stahl, 2004)

On My Own

Author and You

Think and Search

Right There

lower to higher order questions

Content areas

vocabulary and concepts built around thematic units (Pollard et al., 2011)

information and narrative text concepts and vocabulary (Pollard et al. 2011)

Text consideration (Fisher, 2015)

Reciprocal Teaching (Knatim, 2009)

clarifying

synthesizing

inferring

summarizing

rereading

questioning

visualizing

existing knowledge

predicting

Fluency

MAPPS (Ransinski & Samuels, 2011)

Model fluent reading Assisted reading for support Practice reading wide and deep Phrasing of words in meaningful groups Synergy to make the whole greater than the sum of its parts

automaticity

prosody (Rasinski, 2011)

assisted reading

repeated reading

modeling fluent reading

Morphology

Structure Word Inquiry/Scientific Word Investigation (Kirby & Bowers, 2012)

etymology

vocabulary development

decoding skills

prefixes, suffixes, base/root words

pre-reading skills

phonemic awareness

substitution

addition/deletion

segmentation

blending

isolation

phonological awareness

phoneme

rhymes

onsets

syllables

understanding text holds meaning

text awareness

teacher read aloud

independent

self-monitoring strategies

shared

guided