COMPREHENSIVE LITERACY MODEL

Gabriellina PedrottiEDRG 644

COMPREHENSIVE ELEMENT: PHONEMIC AWARENESS

Definition: is the ability to notice, think about, and work with the individual sounds in spoken words. (Armbuster, Lehr, Osborn, 2000, Pg. 1)

Student Book/Text Descriptions and Sample Titles: These books were chosen because they are rich in rhyme and help build phonemic awareness. The last book, The Name Jar exposes students to different ways to pronounce familiar names and being sensitive to different cultures.

Where the Sidewalk Ends by Shel SilversteinOrangutan Tongs: Poems to Tangle Your Tongue by Jon AgeeGood Night Moon! By Margaret Wise Brown (Rhyming)Alligators All Around the Alphabet by Maurice Sendack (Alliteration)

GOALS AND OBJECTIVESShort Term Goals: Students will focus attention by being able to tell whether words and sounds are the same or different, identifying different words and speech sounds.

Long Term Goals: Students who master phonemic awareness early on usually are better spellers and understand reading comprehension.

Objectives I can show what I have learned about letters, sounds and words in my reading.

I can read unfamiliar words that have more than one syllable.

INSTRUCTION IN THE CLASSROOM

Daily: In order to have students tell whether words or sounds are the same or different, have them practice by sorting different words and sounds they become familiar with. You can practice by focusing on different words with the same sounds and practice identifying words while also practicing saying the word with them.

Weekly: Students can identify different words by reading from the same text at least four times and practicing the words together. The teacher can say the words fluently and when they read the text, the students can identify them at the end of the week.

Differentiation for ELL & GT Instruction: Students can identify different speech sounds either through a matching game where you say a word and say different words that students are familiar with and have them recognize the sounds by matching them with the letters they begin or end with. This can work with both ELL and GT students because it would keep students engaged and give them something tangible to work with.

ASSESSMENT & EVALUATION FOR PHONEMIC AWARENESS

DIEBLS Test, Reading A-Z Tests, Progress Monitoring, Checklists, or try one of the following:

Counting Spoken Words (w/chips)-Tell the student that you are going to play a game with words and colored chips (or blocks or whatever manipulative you give them). Ask them if they like pizza and say “__________ (insert student’s name here) likes pizza.” As you say each word of the sentence, pull a chip from the pile of chips – one chip per word. Then ask the child to do it. Once they understand the skill, read each sentence to the student and ask them to repeat the sentence while pulling down one chip per word in the sentence. Push all the chips back together into a pile after each sentence in this skill/sub-test.

Rhyme Production-Tell the student that now you are going to play a rhyming game. Tell them you are going to say a word and you want them to tell you a word that rhymes with the word you’ve supplied. The child’s response can be a real or make-believe word. Provide the following example. Say: “Let’s practice. big-dig.”

Phoneme Alliteration and Discrimination-Tell the student that you are going to say four words and you want them to tell you the one word that has a different beginning sound. Provide the following example: Say: “/rabbit/ rat/ rooster/fish/ which word has a different first sound?”(Fish.)

Standards & Evidence Outcomes Aligning with Phonemic Awareness & Description of Standards Application CCSS. ELA-Literacy. RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS. ELA-Literacy. RF.5.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Description of Standards Application: The standards application for phonemic awareness is using all the decoding skills to be able to read words that are at their grade level or the words they have learned in a different skill set accurately and with the correct sound.

COMPREHENSIVE ELEMENT: PHONICS

Definition: teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. (Armbuster, Lehr, Osborn, 2000, Pg. 11)

Student Book/Text Descriptions and Sample Titles: These books were chosen to teach phonics where students apply the skills that are most appropriate for kinder, but can be use for 5th grade. They help students with letter shapes and names, and major letter-sound relationships.

The Super Book of Phonic Poems by Linda B. RossThe Littlest Dinosaur by Michael ForemanThere’s a Wocket in my Pocket by Dr. Seuss

GOALS AND OBJECTIVESShort Term Goals: Teaches children a system for remembering how to read words. (Armbuster, Lehr, Osborn, 2000, Pg. 11)

Long Term Goals: The goal is to help students learn and use the alphabetic principle-the understanding that there are systematic and predictable relationships between written letters and spoken sounds. (Armbuster, Lehr, Osborn, 2000, Pg. 11)

Objectives I can show that I understand standard English in my speech and in my writing. I can write, speak, read and listen by using my knowledge of the English language.

INSTRUCTION IN THE CLASSROOM

Daily: In order to have students tell whether words or sounds are the same or different, have them practice by sorting different words and sounds they become familiar with. You can practice with a different skill set and have students play “I Have, Who Has?”

Weekly: Students can identify weekly phonics by having a spelling test based on the beginning sounds, ending sounds, or you can have them write sentences with each word.

Differentiation for ELL & GT Instruction: Students can identify different speech sounds either through a matching game where you say a word and say different words that students are familiar with and have them recognize the sounds by matching them with the letters they begin or end with. This can work with both ELL and GT students because it would keep students engaged and give them something tangible to work with.

ASSESSMENT & EVALUATION FOR PHONICS

Progress Monitoring: to help students know what skill set they have mastered so they can move on to the next one.

Spelling Tests: Have students on a practice skill set by using a spelling test where you say the word and they break the word apart into its sounds.

Checklists: to know when the student was taught the skill set.Scavenger Hunt: Read a picture book and have students participate by identifying key words with them and have a scavenger hunt for students to find all the words that belong with that phonics skill set.

Standards & Evidence Outcomes Aligning with Phonics & Description of Standards Application CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Description of Standards Application: Students should be able to demonstrate the ability to recognize and sound out words with their letter sounds and use the knowledge of language in speaking, reading, listening and writing.

COMPREHENSIVE ELEMENT: FLUENCYDefinition: is the ability to read a text accurately and quickly. (Armbuster, Lehr, Osborn, 2000, Pg. 11)

Student Book/Text Descriptions and Sample Titles: These titles were chose because they help students’ practice reading out loud and helps with students’ expression.

Fluency Practice Read-Aloud Plays by ScholasticYo! Yes? By Chris RaschkaThank You Mr. Falker by Patricia Polacco It’s Raining Pigs and Noodles by Jack Prelutsky

GOALS AND OBJECTIVESShort Term Goals: Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. (Armbuster, Lehr, Osborn, 2000, Pg. 19)

Long Term Goals: Fluent readers do not have to concentrate on decoding words, so they can focus on what the text means. (Armbuster, Lehr, Osborn, 2000, Pg. 19)

Objectives I can read fifth grade books and poems aloud accurately, at the right speed and with expression.

I can fluently read and understand books at my level well. I can use context clues to help me figure out or correct words I am having trouble with.

INSTRUCTION IN THE CLASSROOM

Daily: Read aloud daily to your students to model fluent reading and then have students reread the text. This should be done about four times each week. Have their parents read to them daily also.

Weekly: Have students read a variety of texts that are between 50-200 words including stories, non-fiction, and poetry.

Differentiation for ELL & GT Instruction: Have ELL students do a Readers’ theater since the rehearsing and performing will help them practice reading aloud to an audience.

GT students should be more independent and be encouraged to read at home independently or with another adult at home. When you want to hear their fluency, you can have them read a text they have never seen before and time them. You mark all their miscues.

ASSESSMENT & EVALUATION FOR FLUENCY

Running Records: Pick a text that students needs to practice and have them read it at least four times. The text needs to be between 50-200 words. You can time them and they should be reading over 90 words per minute. The way you figure this out is by time them for one minute and marking their miscues. The formula to figure out their words per minute read is: Total words read-errors=words correct per minute

Student Evaluations: You can use the fluency evaluation sheet to have students evaluate their own reading besides using the running records. Have students read a passage and have them record themselves reading this passage. After they hear themselves with you, discuss with students what they need to improve on by the end of the week. Each day before the last read, have students practice reading the same passage for one minute. At the end of the week, record students one more time and then have students evaluate their reading compared to how they did the first time they read the passage. This gives students an opportunity to take charge of their learning.

FLUENCY EVALUATION SHEET

Standards & Evidence Outcomes Aligning with Fluency & Description of Standards Application CCSS.ELA-Literacy.RF.5.4.A Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.5.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

CCSS.ELA-Literacy.RF.5.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessaryDescription of Standards Application: Fluency standards are applied when students are able to read grade-level text or text that is at their own level with accuracy, a quick rate and expression as if they were naturally speaking. They are able to catch their mistakes and correct themselves without being prompted.

COMPREHENSIVE ELEMENT: VOCABULARY

Definition: refers to the words we must know to communicate effectively. (Armbuster, Lehr, Osborn, 2000, Pg. 29)

Student Book/Text Descriptions and Sample Titles: These books were chosen because they were rich in grade level vocabulary and exposes students to different types of vocabulary including listening, speaking, reading and writing vocabulary. I try to use a variety of books that range between fiction and non-fiction.

•The Boy Who Loved Words by Roni Schotter•The Noisy Paint Box by Barb Rosenstock and Mary Grandpre•Tornadoes by Gail Gibbons

GOALS AND OBJECTIVESShort Term Goals: Knowledge of word meanings can help students understand what they are hearing or reading.

Long Term Goals: Students can use words accurately in speaking and writing.

Objectives I can determine the meanings of words by using the strategies I have learned and by thinking about what I have read.

I can show that I understand the deeper meanings of words and phrases. I can learn and use new vocabulary appropriate for 5th grade.

INSTRUCTION IN THE CLASSROOM

Daily: You can have students use reference sources such as dictionaries, glossaries and context clues to find the meanings of words. Have students identify the names of different concepts whether it is animals, math terms, science terms or vocabulary from a picture book. Then show the pictures of the words and have students identify the vocabulary. You can have students then use those same words and categorize them by either shape, color, type of animal or any category you can think of depending on the topic they’re learning. The more they actively use these words, the more likely they are to use them. . (Armbuster, Lehr, Osborn, 2000, Pg. 31)

Weekly: When they have mastered these skills, find some books with vocabulary they will need to know for the story. Make cards with the pictures and definitions so they can recognize the words when they see them in the story. Have students use their new words in their sentences, conversations or find other books with the same words. (This strategy can be used for both ELL and GT instruction because it gives students new words to use and you can modify instruction for differentiation.)

ASSESSMENT & EVALUATION FOR VOCABULARY

For most vocabulary assessments, you can have a test where you have definitions and a word bank so students can match the vocabulary words they have learned because if they are constantly assessed on their words, they will retain their meanings.

Vocabulary Review: You need index cards or small pieces of paper and a list of vocabulary and their definitions. You can use content subject vocabulary or words from a book you’re reading. Each card should have a word on it. Students are broken down into teams and lined of on one side of the room, or outside, if it is not windy. They should be in teams of four or five. You call out a definition. Students are given ten seconds to discuss what word matches that definition. At the end of the ten seconds, you call go, then they run to the pile of words and try to find it to bring back to their team. Once a card has been returned correctly, go over the word and definition altogether, then repeat. 

Standards & Evidence Outcomes Aligning with Vocabulary CCSS.ELA-LITERACY.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.L.5.5.C Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

CCSS.ELA-LITERACY.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

DESCRIPTION OF STANDARDS APPLICATION FOR VOCABULARY Vocabulary standards are applied when students use a variety of strategies to define, and use words in their every day oral language. They will apply these skills through using their words in sentences, defining them using context clues, making connections where some words are similar or opposite to other words they have used before in reading, writing or speaking.

COMPREHENSIVE ELEMENT: COMPREHENSIONDefinition: is the ability to read text and apply skills to understand its meaning.

Student Book/Text Descriptions and Sample Titles: Most books have students practicing comprehension skills that range from cause/effect, inferring, summarizing, and identifying literacy elements.

Thank You Mr. Falker by Patricia PolaccoUnspoken by Henry ColeThe BFG by Roald DahlBad Apple: A Tale of Friendship by Edward Hemingway

GOALS AND OBJECTIVESShort Term Goals: Students are purposeful and active in their reading where they are able to understand what they are reading.

Long Term Goals: Students use different comprehension strategies to make sense of the text. (Armbuster, Lehr, Osborn, 2000, Pg. 41)

Objectives I can summarize a fiction text in my own words. I can summarize informational texts I have read. I can summarize text that is read aloud or information that is presented to me.

DAILY INSTRUCTION IN THE CLASSROOM FOR COMPREHENSION Genres of Writing: To identify different types of writing and the different types of genres, I

would make a large chart paper with two columns. On one column, I would write narrative writing and on the other, I would write expository writing. In each column, I would write the different characteristics for each kind of writing. I would give some examples of each writing. Then, on a sticky note, students would write an example of a type of writing that they know, whether it is a book, a writing prompt, or an article.

Genres of Literature: For different types of genres in literature, you teach students the different types of genres and also show them examples of what those genres are from. After that, you can label different chart papers into the different fiction and non-fiction genres. I then have students cut out books from old Scholastic book orders and paste them to the correct type of genre. You can always tell them to refer to their notes to be able to match the book to the best of their ability.

Text Features Scavenger Hunt: You can use a graphic organizer on chart paper where you label and show examples of the different text features in non-fiction text. Then, give students a similar graphic organizer on a worksheet and have them look through a non-fiction book with a partner and look for each of the features and have them describe them and write down the page number. Use a non-fiction fact finder where they write down facts they learned from the text. They can also use the 3-2-1 strategy. They write down 3 things they learned, 2 facts they know and 1 question they still have about the topic.

DAILY INSTRUCTION COMPREHENSION

Fact and Opinion: To teach a fun activity for fact and opinion, you would first teach key words for students to look for when trying to know the difference between fact and opinion. Then, write different statements on sentence strips with the answer in the back. Break the students into teams and call on two at a time. Show the statement and the first student to name the statement as fact or opinion, let them shoot a ball into a file crate that can be used as a basket.

Visualizing: Have students use a worksheet that they would be able to draw on. Read a book aloud and then have students draw something they can remember from the story. This is important because it is a metacognition skill from DRA 2 testing. Then, let students read independently at home and have them fill out a visualization worksheet as they read the story to draw what they remember from reading.

Questioning: Label questions as a green light question which are simple who, what, when, and why questions. The yellow light questions would be cause and effect questions and also compare and contrast questions. The red light questions would be questions that make students think critically such what if events in the story were different, what was the purpose for the author writing their story or if they wondered what happened after the story is over.

RED LIGHT, YELLOW LIGHT, & GREEN LIGHT QUESTIONS

WEEKLY INSTRUCTION FOR COMPREHENSIONWeekly: Instruction could range from anything from using graphic organizers, answering questions, summarizing or recognizing story structure. Students can be taught to use comprehension strategies through direct explanation, modeling, guided practice and then the application of comprehension of these skills. (Armbuster, Lehr, Osborn, 2000, Pg. 45)

Differentiation for ELL & GT Instruction: For both groups of students, there could be a lot of cooperative learning where students work together in small groups, in pairs on clearly defined tasks such applying comprehension strategies, understanding content-area texts and teachers act as a facilitator to monitor students’ progress. (Armbuster, Lehr, Osborn, 2000, Pg. 45)

ASSESSMENT & EVALUATION FOR COMPREHENSION

Assessments for Comprehension could range from a variety of assessments to help students apply the skills they have learned.

Make flash cards of different events in a story and read the story to students. Have them place the different events in the correct sequence.

Read a familiar story to students and have them retell the story without the book. Using a graphic organizer, have them write what happens in the beginning, middle and the end.

Using a story map graphic organizer, have them identify the main characters, setting and some major events of the story.

You should always have students answer questions relating to the stories by asking them who were the characters in the story, how the stories relate to real life experiences. You can use questions before, during and after the story.

Standards & Evidence Outcomes Aligning with Comprehension & Description of Standards Application CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Description of Standards: Comprehension strategies are applied when students are able to apply different comprehension strategies for more than one text whether it is fiction or non-fiction and at their level. They are able to make a connection with what they read because they were able to determine what they read instead of decoding words in the passage. They can also explain details that support or summarize the main idea.

COMPREHENSIVE ELEMENT: WRITING

Definition: the activity or skill of marking coherent words on paper and composing text.

Student Book/Text Descriptions and Sample Titles: These books were chosen as part of the 6+1 Traits to teach each of the six traits in writing.

A. Lincoln and Me by Louise Borden (Organization Trait)Nothing Ever Happens on 90th Street by Roni Schotter (Ideas Trait)Francine Fribble, Proofreading Policewoman by Justin McCory Martin (Conventions Trait)

Blood & Gore by Vicki Cobb (Word Choice Trait)Black Cat by Christopher Myers (Sentence Fluency Trait)Dear Mrs. LaRue by Mark Teague (Voice Trait)Looking Back: A Book of Memories by Lois Lowry (Publishing Trait)

GOALS AND OBJECTIVESShort Term Goals: Students will focus their attention to using each of the writing traits in their writing.

Long Term Goals: Students will be able to be proficient in all of the 6+1 writing traits and be able to apply these to any genre of writing.

Objectives I can produce clear writing with appropriate development and organization to suit my task, purpose and audience.

I can plan, revise, edit, rewrite or try a new approach in my writing with the help of peers and adults.

INSTRUCTION IN THE CLASSROOM

Daily: In writing, you would have to break down instruction step by step. I would teach the writing process first and then start with teaching topic sentences. Then, I would teach how to write transitions, key idea sentences, details and conclusion sentences. A different skill would be taught each day and then students would move on to learn about writing different genres including narrative, expository, persuasive, poetry, research reports, opinion papers and how-to papers.

Weekly: Students can write different weekly prompts each week and start on the first day with pre-writing and drafting and end the week with the final and published draft.

Differentiation for ELL & GT Instruction: Students can be broken into groups where you meet with ELL students more because they are still learning English and you would have to break down instruction for them at a slower pace while GT students will be working at a more accelerated pace. Collaboration could work between both of these groups with the GT students have the teacher act as a facilitator while the ELL students would have more involvement from the teacher.

ASSESSMENT & EVALUATION FOR WRITING

Rubrics is the number one way to assess writing because to grade writing is very subjective since many students will show different styles of writing.

Checklists is another way to assess and evaluate writing.Peer and Teacher Conferences are ways to evaluate writing.Collaboration is key for writing since there needs to be a lot of explicit feedback to help students improve in their writing.

6+1 TRAIT WRITING RUBRIC

Standards & Evidence Outcomes Aligning with Phonemic Awareness & Description of Standards Application CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Description of Standards: The standards for writing are applied when students are able to use the six traits in their writing and use them proficiently for the appropriate prompt, audience and purpose for writing. They will need explicit feedback from peers and teachers before they can move on to being able to write and edit their own papers. They can use checklists and rubrics to gain an approach of what is expected from them in their writing.

SOURCES Cooper, J.D., Robinson, M.D., Slansky, J.A., Kiger, N.D., (2015) Literacy: Helping Students Constructing Meaning. 9th Ed. USA: Cengage Learning

Armbuster, B.B., Lehr, F., Osborn, J., (2000) Put Reading First. USA: National Institute for Reading