This Comprehensive Literacy Framework supports literacy in the intermediate and middle years (Grades 4-9). It offers support for generating a literacy program by highlighting promising practices, assessment and planning tools to support the diverse needs of our learners and includes a balance of instructional approaches through ongoing, formative assessments that respond to individual needs.
Teacher and students read through short passages chosen by teacher, students respond directly on text.Develops sense of story or content (literary elements/devices)Demonstrates awareness of text, accessing and integrating information and ideasPromotes reading strategy awareness (metacognitive)Develops a sense of determining importanceModels note taking, meaning, and inferencing
❑Build vocabulary byhighlighting key words together
❑Demonstrate various note taking strategies
❑Practice reading for meaning with non fiction
❑Teach text features together
❑Use Close reading strategies to examine short passages in great depth
❑Use short passages to launch creative writing or increase understanding of sentence structure
❑Invite students to “turn and talk” to a partner about what they have read and record their thoughts directly on the text
❑Change the words of a short passage to model a varied vocabulary
❑Revisit the same text for different purposes
❑Explore rhythm and rhyme with short passages
❑Introduce Socials/Science materials by drawing attention to text features, maps, captions
❑Have students edit short passages together, recording changes directly on the text
Teacher and students read through short passages chosen by teacher, students respond directly on text.Develops sense of story or content (literary elements/devices)Demonstrates awareness of text, accessing and integrating information and ideasPromotes reading strategy awareness (metacognitive)Develops a sense of determining importanceModels note taking, meaning, and inferencing
❑Build vocabulary byhighlighting key words together
❑Demonstrate various note taking strategies
❑Practice reading for meaning with non fiction
❑Teach text features together
❑Use Close reading strategies to examine short passages in great depth
❑Use short passages to launch creative writing or increase understanding of sentence structure
❑Invite students to “turn and talk” to a partner about what they have read and record their thoughts directly on the text
❑Change the words of a short passage to model a varied vocabulary
❑Revisit the same text for different purposes
❑Explore rhythm and rhyme with short passages
❑Introduce Socials/Science materials by drawing attention to text features, maps, captions
❑Have students edit short passages together, recording changes directly on the text
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Read Alouds |
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A read aloud is an instructional practice where we read texts aloud to our students. We incorporate variations in pitch, tone, pace, volume, pauses etc and stop do discuss our thinking processes.
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Shared reading is an interactive reading experience that occurs when students join or shar the reading of a text while guided and supported us. We explicitly model the skills of proficient readers, including reading with fluency and expression and pausing to discuss thinking processes.
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Guided reading is a small group instructional context n which a teacher supports each readers development of systems of strategic actions for processing new texts at increasingly challenging levels.
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Independent Reading and Conferring |
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Independent reading is the independent reading of text. Students choose reading material and build learned habits as they develop their comprehension and fluency skills. We confer with our independent readers to extend their thinking and the conversations can inform our instruction and monitor student growth.
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Learning together on the ancestral, unceded territory of the Syilx Nation. |