Guided
Reading
Shared
Reading
Modeled
Writing
Shared
Writing
Independent
Reading
Modeled
Think
Aloud
Reading
Modeled
Read
Aloud
Formative
Assessment
Writing
Balanced
Literacy
Summative
Word
Structure
Analysis
Independent
Writing
Supported
Listening
and
Speaking
Word
Study
Phonemic
Awareness
Guided
Writing
Modeled
Phonics
Spelling
Grammar
Sight Word
Vocabulary Recognition
Instruction
Independent
Practice
The Common Core Learning Standards for English Language Arts bring the four strands of literacy
into an integrated model of literacy. The four strands are: Reading, Writing, Language and Speaking/
Listening. This integration provides students with the fluency, comprehension, analytic and
communication skills to ensure college and career readiness of our learners.
To accomplish this our district has implemented a Balanced Literacy model for literacy instruction. In
this model, the skills and strategies of reading, writing, language and speaking/listening are taught
and practiced across the strands, not in isolation. Our students must be proficient in all strands to be
successful in each. We have tied the learning standards to over-arching literacy and conceptual
understandings. These over-arching understandings allow students to make connections to their
learning across all curricular areas.
A Balanced Literacy program is a balance of instructional format, strategies, and content. This
balanced instruction includes the five essential components of reading instruction: phonemic
awareness, phonics, fluency, vocabulary, and comprehension. Instructional formats include whole
class, small group, partner work, and individual work, as well as work with others outside the
classroom and through the use of technology.
Comprehension lessons are taught through a Reader’s Workshop model. The skills and strategies
are introduced with explicit whole group instruction through the use of mentor texts which are part of
Reading Fundamentals . Mentor texts are quality examples of the skill or genre the class is working
on at the time and are usually shared as a read aloud. Students are provided different types of
reading experiences: read-aloud, shared reading, guided reading, reading conferences, and
independent reading. The read-aloud and shared reading are the same for all students. The guided
reading and independent reading materials are differentiated for students based on each student’s
individual reading level.
All students receive instruction in the writing process through a Writer’s Workshop model. The goal
of Writer’s Workshop is to create independent writers with authentic experiences in writing through
planning, writing, editing, sharing and revising their work. Skill instruction is explicitly delivered
through the use of mentor texts from Writing Fundamentals and then embedded in this process for
reinforcement and application. Write Source is another tool used in writing instruction. This resource
focusses on organization and conventions of writing.
Overview by grade level
Kindergarten students will draw a picture and/or write words or sentences that match their ideas;
support an opinion or preference with reason(s), example(s), and/or facts(s); and take one piece of
writing through the whole writing process (drafting, revising, editing, sharing, publishing). This is done
with guidance and support from teachers. The main resources used are Writing Fundamentals,
Write Source and Words Their Way.
First grade students will write complete thoughts; generate ideas; include details and supporting
evidence; revise their work; and write longer and varied sentences. This is done with guidance and
support from teachers. The main resources used are Writing Fundamentals, Write Source and
Words Their Way.
Second grade students will write one or more paragraphs about a topic, include descriptions, write for
a variety of purposes, and begin to identify an audience for their writing. This is done with guidance
and support from teachers. The main resources used are Writing Fundamentals, Write Source and
Words Their Way.
Third grade students will write paragraphs about a topic, include introductions and conclusions, write
for a variety of purposes and begin the formal research and inquiry process. This is done with
guidance and support from teachers. The main resources are Writing Fundamentals, Write Source
and Words Their Way.
Fourth grade students will write for a variety of purposes and audiences; create clear and coherent
pieces; use technology to create and publish their work; and continue the research and inquiry
process over an extended period of time. This is done with guidance and support from the teacher.
The main resources are Writing Fundamentals, Write Source and Words Their Way/Vocabulary Their
Way.
Fifth grade students will write for a wider variety of purposes and audiences; reflect on their own
writing; identify purposes for writing; enhance writing with facts, images or anecdotes; continue the
research and inquiry process to include generating lists of sources and creating a bibliography. The
main resources are Writing Fundamentals, Write Source and Vocabulary Their Way.
Sixth grade students will write for a range of discipline-specific tasks, purposes, and audiences;
produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience; and write multi-paragraph essays for a variety of purposes that
include an effective thesis statement and elaboration through specific and relevant details. This is
done with guidance and support from the teacher. The main resources are Writing Fundamentals,
Write Source, Classical Roots and a variety of short stories, novels and nonfiction materials.
Seventh grade students will write for a range of discipline-specific tasks, purposes, and audiences;
produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience; and write multi-paragraph essays for a variety of purposes that
include an effective thesis statement and elaboration through specific and relevant details. This is
done with guidance and support from the teacher. The main resources are Writing Fundamentals,
Write Source, Classical Roots and a variety of short stories, novels and nonfiction materials.
Eighth grade students will write for a range of discipline-specific tasks, purposes, and audiences;
produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience; and write multi-paragraph essays for a variety of purposes that
include an effective thesis statement and elaboration through specific and relevant details. This is
done with guidance and support from the teacher. The main resources are Writing Fundamentals,
Write Source, Classical Roots and a variety of short stories, novels and nonfiction materials.
The Listening and Speaking strand focusses on the importance of communication. It encompasses
both receptive and expressive language skills. Spoken language is the foundation for understanding
written language. Students must be able to communicate well and listen carefully and effectively.
Additionally, our students must be able to work in groups and share and interpret ideas and
information. Proficiency in these skills fosters success in all academic areas.
Students are also engaged in word study as part of our literacy program. Word study is a conceptual
way of thinking about how to read and to spell words and of knowing what those words mean. It is a
richer and more rigorous way of thinking about words and how we use them. It is a developmentallydriven approach that teaches phonics, vocabulary, spelling, grammar, sight words and word structure
analysis. Phonics is the relationship between the letters of written language and the individual
sounds of spoken language (NICHD, 2001). In grades K & 1, Jolly Phonics is the main resource used
to teach phonics. In our elementary schools, all students use either Words Their Way or Vocabulary
Their Way for word study. With these programs, students are assessed and then placed in the
program based on their readiness and skills. Our middle school students use the Classical Roots
curriculum for word study.
Phonemic awareness is taught in grades K and 1 using the Dr. Michael Heggerty Phonemic
Awareness curriculum. Phonemic awareness is the understanding that spoken words are made up of
individual sounds. Students are taught to isolate, manipulate, segment and blend sounds. (Heggerty,
2003). There is no text involved.
We utilize many different types of assessments.
Formative and summative assessments are the most common types uses. These are parts of the
every day learning that happens in our classrooms.
Formative assessments check for understanding as the learning is taking place. Teachers use these
kinds of assessments to guide their instruction and to differentiate based on student readiness.
Students can use these assessments to help them see areas they have mastered or may need more
work in.
Summative assessments check for learning at the end of instruction. They measure what was
learned.
Additionally, we use benchmark assessments. These allow us to gauge how a student is performing
compared to peers, grade level standards and, in some cases, national norms. These tools also give
teachers a good understanding of a student’s strengths and areas for growth.
AIMSweb is an assessment tool comprised on several different skill assessments. Which
assessment is used is determined by grade level for benchmarking purposes or by the targeted area
of instruction when it is used for progress monitoring. At its core, it measures fluency. Fluency is the
ability to quickly and accurately read. Kindergarten students are assessed on letter names and letter
sounds. First grade students are assessed on letter sounds, phonemic segmentation, nonsense
words and passage reading. Second grade students are assessed on passage reading. Once a
student has demonstrated the ability to correctly read 150 words in a minute, we no longer use this
tool.
Fountas and Pinnell is a one on one reading assessment that tells us a student’s instructional and
independent reading levels in terms of beginning, middle or end of a particular grade. This
assessment is given to all students in first and second grades and any Kindergartener who is a
reader. It is also used in the reading intervention program.
MAP (Measures of Academic Progress) is given three times a year in grades 2-8. This computer
based assessment helps a teacher see areas where a student is ready to grow and areas that may
need some additional instruction. This information also allows teachers to differentiate through small
group work. The MAP utilizes a continuum of skills that are grouped by RIT bands. MAP is
nationally normed and reports will have both RIT scores and percentiles for student performance.
Reading Fundamentals is a series of Reading Units of Study for Grades K–6.
Each grade specific menu of units consists of:
•
•
•
Genre studies;
Interdisciplinary, multi-genre, content-area based units; and
Author studies.
Reading Fundamentals Units of Study may be used individually to enrich or extend reading and/or
content area curriculum or in a series as a yearlong Reading Workshop curriculum.
Reading Fundamentals units exist inside of a balanced literacy framework. Within this framework
there are opportunities to read to students (mentor texts), to read with students (shared texts), and to
have students read independently (books or texts at their independent reading levels).
Each Unit of Study includes a selection of six touchstone or mentor texts, a selection of digital shared
texts that may be used on electronic white boards or similar classroom technologies, and a binder of
teaching resources (explicit interactive read-alouds, mini-lessons, appendices, extensions, and
assessments) that systematically integrate reading skill/strategy instruction with the study of genre
and/or content area subject matter .
Schoolwide
Writing Fundamentals is a menu of Units of Study for Grades K-8 that can be used individually to
enrich and/or support existing writing instruction or in a series as a comprehensive writing workshop
curriculum.
Each Unit of Study includes a wonderful selection of touchstone or mentor texts, and a binder of
corresponding mini-lessons and teaching materials that methodically walk teachers and students
through each stage of the writing process, from Immersion to Publication.
Schoolwide
The Write Source program is a complete language arts program focused on the writing process. Each
unit begins with a specific form of writing, and integrates the writing process and the six traits of good
writing into each unit.
The text walks students through each stage of the writing process in a step by step format, providing
clear instruction and real-life examples that aid students as they begin to write independently.
Although the base of this program is the development of thorough writing, it also weaves mechanics,
usage and grammar into each lesson, challenging students to use the instruction to improve their own
writing.
Great Source
Jolly Phonics teaches children the five key skills for reading and writing through multi-sensory
methods. These skills are learning the letter sounds, learning the letter formation, blending,
segmenting and “tricky words” (words with irregular spellings).
Jolly Learning
Words Their Way teaches students phonics, spelling and vocabulary. The approach to word study
encourages students to look closely at words to discover the regularities and conventions of written
English needed to read and spell.
Pearson
By relying on students' natural inclination to look for patterns, Vocabulary Their Way gives
intermediate, middle, and secondary teachers the foundational information and strategies they need
to help students develop vocabulary knowledge. The text offers research-tested ideas for helping
students use word patterns to puzzle out meaning to content area vocabulary. It also provides much
needed assessment information to help teachers gauge where to begin instruction.
Pearson
Vocabulary from Classical Roots is a vocabulary series that teaches strategies for determining
unknown word meanings using Greek and Latin roots. Knowledge of Greek and Latin roots helps
increase vocabulary and reading comprehension, providing students with a useful, transferable
technique for making sense of unfamiliar vocabulary across content areas and on standardized tests
including the SAT I and II.
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