Materials and Programs for Materials and Programs for Literacy InstructionLiteracy Instruction

Chapter 6Chapter 6

Changes in ApproachesChanges in Approaches

• UP until mid-1980s, most children UP until mid-1980s, most children were taught through basal readerswere taught through basal readers

• Holistic movement through the use Holistic movement through the use of children’s literatureof children’s literature

• Currently use a balanced approach Currently use a balanced approach with skills instruction and reading with skills instruction and reading with literature are integratedwith literature are integrated

Basal ApproachBasal Approach

• Series of readers, or anthologies, and supplementary Series of readers, or anthologies, and supplementary materials that gradually increase in difficulty. Begins materials that gradually increase in difficulty. Begins with emergent literacy and extends through sixth-grade with emergent literacy and extends through sixth-grade reading. reading.

• Today’s basals have specific provision for below-Today’s basals have specific provision for below-average, average, and above-average achievers.average, average, and above-average achievers.

• Are more language based, offer teaching suggestions, Are more language based, offer teaching suggestions, big books, supplementary libraries, read-aloud books, big books, supplementary libraries, read-aloud books, wide array of games and manipulative, audiotapes, wide array of games and manipulative, audiotapes, computer software, videodiscs, inservice programs, computer software, videodiscs, inservice programs, posters, charts, supplementary spelling and language posters, charts, supplementary spelling and language books, end-of-the-unit tests, placement tests, books, end-of-the-unit tests, placement tests, observation guides, portfolio systems, Web sites, and observation guides, portfolio systems, Web sites, and moremore

Basal Teacher’s EditionBasal Teacher’s Edition

• Scope and sequence chartScope and sequence chart

• Reduced version of the student’s textReduced version of the student’s text

• Lesson plansLesson plans

Student’s Basal TextStudent’s Basal Text

• Anthology of original contemporary Anthology of original contemporary and classic stories, poems, news and classic stories, poems, news clips, and expository text selectionsclips, and expository text selections

• Comprehension questionsComprehension questions

• Glossary of wordsGlossary of words

Anatomy of a Basal Reading Anatomy of a Basal Reading LessonLesson• Activating prior knowledgeActivating prior knowledge• Skill lessonsSkill lessons• Previewing and predictingPreviewing and predicting• Setting the purpose for readingSetting the purpose for reading• Guiding the reading of the selectionGuiding the reading of the selection• Confirm predictionsConfirm predictions• Comprehension discussion questionsComprehension discussion questions• Skill instruction and practiceSkill instruction and practice• Theme projectsTheme projects

Advantages to BasalsAdvantages to Basals

• Convenient package of materials, Convenient package of materials, techniques, and assessment devices.techniques, and assessment devices.

• Offer varied reading selections, an Offer varied reading selections, an abundance of practice material, abundance of practice material, carefully planned units and lessons, and carefully planned units and lessons, and a wealth of follow-up and enrichment a wealth of follow-up and enrichment activities.activities.

• Sequenced from grade to grade, Sequenced from grade to grade, providing continuous reading instructionproviding continuous reading instruction

Disadvantage to BasalsDisadvantage to Basals

• Core of the program is the anthology, Core of the program is the anthology, workbook, and manual to provide a base of workbook, and manual to provide a base of materials for all students to move through. materials for all students to move through.

• Question of pacing and time spent with a Question of pacing and time spent with a selection.selection.

• Basal selections are presented to the Basal selections are presented to the whole class. Selections may lack sufficient whole class. Selections may lack sufficient challenge for high achievers and will be too challenge for high achievers and will be too hard for those reading below grade level. hard for those reading below grade level.

Phonic-Linguistic BasalsPhonic-Linguistic Basals

• Emphasis to reinforce phonic Emphasis to reinforce phonic elements or linguistic patterns.elements or linguistic patterns.

• Tightly controlled vocabulary and are Tightly controlled vocabulary and are used primarily for struggling readers.used primarily for struggling readers.

• Selections are contrived so it is Selections are contrived so it is difficult to use context clues. difficult to use context clues.

• Examples: Examples: Reading Mastery and Reading Mastery and Merrill Linguistic ReadersMerrill Linguistic Readers

Literature-Based ApproachLiterature-Based Approach

• Teaching reading in which literary Teaching reading in which literary selections are the major instructional selections are the major instructional materials.materials.

• Reading materials can be tailored to Reading materials can be tailored to student’s interests and needs. student’s interests and needs.

• Models: core literature, text sets, and Models: core literature, text sets, and thematic units. thematic units.

ModelsModels

• Core Literature: selected literature to Core Literature: selected literature to be read as a whole class (e.g., be read as a whole class (e.g., ShilohShiloh or or Number the Stars). Number the Stars).

• Text Sets: a series of related books Text Sets: a series of related books to foster making connectionsto foster making connections

• Thematic Units: series of books Thematic Units: series of books organized around a central idea, organized around a central idea, topic, or focus. topic, or focus.

Individualized Reading Individualized Reading WorkshopWorkshop• Preparation: state-of-the-art class Preparation: state-of-the-art class

conference and a minilesson to present a conference and a minilesson to present a skill/strategy lesson on predicting, skill/strategy lesson on predicting, inferences, context clues, etc. inferences, context clues, etc.

• Self-Selected Reading and Responding: Self-Selected Reading and Responding: approx. 30 min. silent reading and meet in approx. 30 min. silent reading and meet in literature discussion group, write in journal, literature discussion group, write in journal, work on an extension activitywork on an extension activity

• Conferences: meet with teacher to discuss Conferences: meet with teacher to discuss the book through questioning (see pg. 464)the book through questioning (see pg. 464)

Language-Experience Language-Experience ApproachApproach

• Students dictate a story based on an Students dictate a story based on an experience they have had. experience they have had.

• The teacher writes the dictated story. The teacher writes the dictated story.

• Through discussion, the teacher can Through discussion, the teacher can help students organize and reflect on help students organize and reflect on their experiences. their experiences.

Language-Experience for Language-Experience for ELLELL• Accept the child’s language and show that Accept the child’s language and show that

it is valued.it is valued.• If the teacher edits it, it becomes the If the teacher edits it, it becomes the

teacher’s language, not the child’s.teacher’s language, not the child’s.• However, if mispronounced, the teacher However, if mispronounced, the teacher

should spell correctly. should spell correctly. • As children grow in language, they will As children grow in language, they will

have opportunities to develop fuller have opportunities to develop fuller knowledge of verbs, contractions, and knowledge of verbs, contractions, and pronunciation.pronunciation.

Reading RecoveryReading Recovery

• Designed to reduce reading failure in Designed to reduce reading failure in the 1the 1stst grade for the lowest grade for the lowest performing 20% of studentsperforming 20% of students

• 1:1 intensive reading instruction for 1:1 intensive reading instruction for 30 min. per day30 min. per day

• Engage in 5 activitiesEngage in 5 activities

Reading Recovery ActivitiesReading Recovery Activities

• Reread 2 familiar booksReread 2 familiar books• Teacher takes a daily running record of Teacher takes a daily running record of

oral readingoral reading• Work with letters and words (magnetic Work with letters and words (magnetic

letters on a cookie sheet)letters on a cookie sheet)• Child dictates a sentence or two and Child dictates a sentence or two and

teacher helps to write a storyteacher helps to write a story• Introduce new story – discuss new Introduce new story – discuss new

vocabulary and sounding out wordsvocabulary and sounding out words

Success for AllSuccess for All

• Total school reform grades K-3Total school reform grades K-3

• Goal is to get all students reading at Goal is to get all students reading at the 3the 3rdrd grade grade

• Provides individual tutoring sessionsProvides individual tutoring sessions

• Homogeneous groups for readingHomogeneous groups for reading

• 90 min. reading block90 min. reading block

Four BlocksFour Blocks

• 30 min. reading blocks30 min. reading blocks

• Basal blockBasal block

• Writing blockWriting block

• Working with words blockWorking with words block

• Self-selected reading blockSelf-selected reading block

Early StepsEarly Steps

• Early intervention programEarly intervention program

• 1:1 intensive daily reading instruction1:1 intensive daily reading instruction

• 30 min. per day30 min. per day

• Reread familiar booksReread familiar books

• Word sort activities (word families or Word sort activities (word families or rimes)rimes)

• Child writes a sentence Child writes a sentence

• Introduction of a new bookIntroduction of a new book