Literacy Collaborative Components

Literacy Collaborative Circle
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  • components

    Reading Workshop

    Reading Workshop is an organized language and literacy block in which individual students are busily engaged in reading that reflects real life; that is, they are reading in ways that match what readers do all their lives. Guiding Readers and Writers, pg. 41

    The 3 components of Reading Workshop are

    • Independent Reading
    • Literature Study
    • Guided Reading 

    INDEPENDENT READING

    Independent Reading is a time for students to choose books with the aid of the teacher as necessary and read independently and silently in class. The teacher conducts mini-lessons and holds conferences with students that will develop the skills, habits, and processing strategies that readers use every day.

    Purpose:

    • Develop readers’ interests and broaden their experience with a variety of texts.
    • Deliver instruction through minilessons on management, reading strategies and skills, and literary analysis to develop a students’ reading over time.
    • Assess and strengthen individual reading
    • Enjoy reading

    LITERATURE STUDY

    Literature Study is a small, heterogeneous group of students that read the same text and then meet to have an in-depth discussion about the material. Typically, the groups range from 4-6 students. As students prepare for discussion, they will respond to their reading in their Reader’s Notebook and use sticky notes to document important information that they want to discuss with their group. The teacher will conduct mini-lessons throughout the unit of study to help students develop a deeper understanding and appreciation for literature.

    Purpose:

    • Enable readers to develop a deeper understanding of the materials they read.

    GUIDED READING

    Guided Reading is small, homogeneous group instruction with students that read the same text on the same level. These students demonstrate similar reading behaviors and share similar instructional needs. Ideally, small groups consist of 3-4 students. These groups are meant to shift throughout the year as students’ growth and needs change.

    Purpose:

    • Create small, homogeneous, flexible groups to explicitly teach effective processing strategies for fiction and nonfiction texts.

     

    Writing Workshop

    Writing Workshop is an interrelated combination of writing experiences that occur during the writing block of the language/literacy framework. It encompasses focused writing-both assigned and self-selected-in a variety of genres and content areas, including longer research projects. It also includes providing specific writing instruction to small groups of students (Fountas & Pinnell, 2001. p. 50)

    Purpose:

     Writing Workshop provides the instructional support for students to become effective writers who can:

    • Explore a variety of topics as “seeds” in writers’ notebooks that may be developed into longer writing projects
    • Conceptualize and express ideas and experiences
    • Use language with clarity and voice to develop meaning
    • Organize a written text to fit an audience, purpose, and topic
    • Demonstrate a command of spelling, punctuation, word usage and sentence structure
    • Rethink, revise and edit their writing

     INDEPENDENT WRITING

    • Daily mini-lesson based on the needs of the writers.
    • Students use a writer’s notebook as they engage in the writing process (sketching, drafting, editing, or publishing a piece of work). Writing topics are either self-selected or assigned.
    • Teacher conducts writing conferences with individuals to support and address their needs.
    • There is a share and evaluation at the end of class.

    GUIDED WRITING

    • Small, temporary groups of writers (3-4) to provide explicit teaching based on the writers’ needs at a particular point in time.
    • Using the self-selected, long or short writing pieces, the teacher’s focus is explicit teaching of the writer’s craft, strategies, and skills. (GRW, TCF)

     INVESTIGATIONS

    • Using reading, writing, and a variety of media resources including technology, students explore topics in-depth.
    • Students often create an oral presentation, performance, published writing, or display, related to a study of literature or the content areas.
    • The teacher provides guidelines, a structure, and a timeline for the projects, and explicit instruction as appropriate.

    Language and Word Study

    Language and Word Study is a time for students todevelop and expand their knowledge and skills of language.

    • The teacher conducts mini-lessons that helpstudents learn about the meaning and structure of words that readers use every day.  Students engage in a variety of work to expand their skills.

    Purpose:

    • Develop readers’ vocabulary
    • Develop fluency (their rate and accuracy) as they are able to recognize and understand more words. This will lead to increased comprehension of text
    • Develop strategies to break down unknown words into parts so that they can figure out the word
    • Deliver instruction through minilessons, interactive edits, interactive vocabulary, readers’ theatre, choral reading, poetry
    • Assess and strengthen individual reading and writing