Presented by Shauna DeVos

The components of the lit model allow on and above level students to be appropriately challenged, yet

The components of the lit model also allow students who need more language support to receive the structures and help they need

Allows ELL students opportunity to hear spoken language, with correct pronunciations, cadence, and rhythms

Allows Students to hear and silently practice comprehension strategies as they are modeled aloud by teacher

Allows ELL students to hear more spoken language

Allows ELL students to practice their fluency and accuracy in a structured, safe manner

Allows students opportunity to share their thinking and understanding of the text

Introduces students to new concepts, genres, literacy elements in smaller selections of text

Allows students to practice their reading strategies and fluency in a “Just Right” book at their level

“Just Right” books help provide confidence and skill building, and reading engagement in students

Teacher – Student Reading Conferences (about their independent books) provide teacher with information to further plan instruction for individual student needs

Allows teacher to work with small, focused groups of students

Students are grouped together to work on similar skills or strategies

Allows ELL students the scaffolding they need, and more practice with language

Allows partner groups to share aloud their thinking about their reading – making and modeling for others their connections, predictions, questions

ELL students benefit by working with a partner or group with stronger language skills

The pair/share and share-outs allow ELL students more practice for the listening and speaking components of oracy

Allows ELL students to learn language and writing process by teacher “think-aloud” and modeling

Teacher demonstrates correct forms and structures of language for students who are learning or struggling with language

Allows safe, supported environment for all ideas to be heard and shared

Provides opportunities for ELL students to see and hear oral and written language being constructed

Students have some ownership and excitement for the writing, yet it’s supported by teacher to model appropriate structure and conventions

Allows students to have more ownership and enthusiasm for own writing piece

Teacher – Student writing conferences allow teacher to provide additional, individual time to teach mini-lessons to support a students’ needs or struggles