RE-BALANCED LITERACY MODEL FAB 5

Guided Reading Structured Independent Reading/

Comp Clubs and Lit. Circles

Basic Comprehension Skills Daily Independent Reading at Independent Level

Retelling Summarizing Questioning Students in grades 1-3 spend time reading DAILY at independent reading level.
Visualizing Connecting Predicting Students in grades 3 and up spend time reading independently as well as being-
coached to engage in independent books talks.
Advanced Comprehension Skills
Cause & Effect Compare & Contrast Comp Clubs
Time/Sequence List/Enumerate Explicit and intentional practice in applying specific comprehension skills to various
text genres and increasing complex pieces of reading.
Vocabulary and Background Knowledge: Tier II and Tier III
Literature Circles
Opportunities for students to engage in social learning environment to develop stam-
Fluency
ina to read longer pieces of text with increasingly complex plot lines, to read widely
Poetry Reader’s Theater Echo Reading
and to nurture a love of reading.
Choral Reading Phrased-Cued Reading

Explicit Instruction in Phonology and Phonics Writing Formats

Emergent—Letter Name—Within Words—Syllables/Affixes—Derivational
Modeled/Shared Interactive Independent

Word Walls Traits of Writing

Purpose-designed, interactive posting of words (300 basic sight words and Content & Ideas Organization Voice
common patterns; pulled from writing as well as from developmental se- Sentence Fluency Word Choice Conventions
quences such as developmental spelling assessment).
Process Writing
Word Games and Songs Prewriting Drafting Revising Editing Publishing
Games and songs to grow development .
Writing Modes
Hands-on Sorts Narrative Expository Descriptive
Active learning opportunities to enhance transfer of concepts. Persuasive Imaginative

Word Study Writer’s Workshop

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