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.

 Read Alouds

Shared Reading

Guided Reading
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. 
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. 
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.

 Independent Reading and Conferring
  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.