Basic Instructional : Based on Comprehensive Balanced Literacy p.180
Selecting Instructional Routines to Meet Diverse Needs p. 204
Materials for Comprehensive Balanced Literacy p.205
Intervention Models p.210
100
Six Blocks that all students are required to receive. 3 hours are required per day for kindergarten and a minimum of 2 1/2 hours per day for grades 3 through 8.
What is the model for a comprehensive balanced literacy program. (figure 6.2,p. 175)
100
The process of clearly modeling for students what they are to learn. This helps the success rate.
What is explicit teaching.
100
Assessing what students do well in literacy and where they needed to grow and improve in their literacy development.
What is students strengths and needs.
100
Any piece of text that is in the original form as written by the author. Includes: narrative text, expository text, and procedural text.
What is authentic literature.
100
Provides students with additional instruction in reading that is designed to accelerate reading to an age appropriate level.
What is reading intervention program.
200
One of the two blocks in which a teacher systematically and explicitly teaches students the designated grade level skills and strategies the need to become decoders and comprehenders. During the block students use a anthology or core books.
What is Reading Instructional Block
200
A pattern that is used repeatedly. There were 11 familiar routines that are used in classrooms over and over again.
What is an instructional routine.
200
Knowing your students reading abilities and and matching them with the appropriate text.
What is difficulty of texts in relation to students achievement level.
200
Arranging text in order of difficulty.
What are leveling texts
200
Done by a classroom teacher with a small group at some time during the day or a specialist may come into the room to teach a small group
What is Intervention within the classroom.
300
Student do the writing that is modeled in the Learning to Write block, but they always select their own topics. Students progress from caption writing to composing their own pieces.
What is developmentally appropriate writing.
300
Provides a framework for planning instruction Using a piece of the text for reading and writing instruction. It has three parts: Introducing, Reading and Responding, and Extending.
What is a literacy lesson.
300
Each time an instructional routine is used a teacher is aware of how well it worked with the students to determine what to do next.
What is How students learned on previously used instructional routines.
300
Important in the beginning of reading instruction because students need to ease gradually into the process of reading until they become independent in decoding.
What is gradient of difficulty.
300
Students leave the classroom for a period of instruction. problems exist within this model like "When do students leave the classroom?"
What is Pullout Program
400
In the Reading:Learning Skills and Strategies, this should be slightly more difficult than the students reading level
What are core books.
400
Telling the student what they are going to learn
What is Introduction
400
Knowing a students likes and dislikes in terms of reading to select books to use in instructional routines.
What is student's interest
400
Criteria for leveling texts for grades 3-6 includes: small amount of print per page, pictures and illustrations are clear and uncluttered ( and directly support the text), text for both fiction and nonfiction is narrative with clear and easy to follow story lines.
What is Category I
400
Students come to school early or stay later for additional instruction. provided by a certified teacher.
What is Extended Day Program.
500
Additional support provided to students who are experiencing difficulty in learning to read or have special needs. This step is in addition to the six blocks in the Model for Comprehensive Balanced Literacy Program
What is an Intervention
500
Concept helps provide a appropriate scaffolding of instruction includes teacher read a-louds, shared reading, guided reading, cooperative/ collaborative reading, and independent reading.
What are modes of reading
500
Identifying students strengths/ needs and considering the stages of development that the students has achieved to prepare for the next stage of literacy
What is students stage of literacy development.
500
Instructional materials are easily accessible and and available within the school. Important for locating books that are developmentally appropriate for students
What is Organizing Materials
500
Intervention model designed specifically for students in grades 3 through 8. While building on what has already been learned from early intervention programs.