LITERACY AT COLEGIO FRANKLIN DELANO ROOSEVELT

a balanced and developmental approach

A Balanced Approach
Decoding
Phonemic Awareness and Phonics

Literacy
Vocabulary
Reading Writing Listening Speaking Viewing Presenting

Fluency

Comprehension

A Balanced Approach
Decoding

The process of sounding out individual letters that make words.

I can read the words on the page!

A Balanced Approach
Fluency
A diller, a dollar, a ten o'clock scholar! What makes you come so soon?

The ability to read with ease, speed, and expression. My reading flows. I do not sound like a robot.

You used to come at ten o'clock;

Now you come at noon.

A Balanced Approach
Comprehension

The process of constructing meaning from the text.

I think about what I read and what I already know to make sense of the text.

Reading is Thinking!

A Balanced Approach
Vocabulary

Understanding the meaning of words and knowing how to apply them.

I know what the words mean when I read, and I can use them.

A Developmental Approach
Physical Map of Mobility
Random Movement Rolling Over Sitting Moving Independently Standing Walking

All children move through the map of development at different rates. Impossible to place specific age labels on each of the phases. Some children will move through the first few phases quickly, others may start off slowly and then progress more quickly. Child will develop at his or her own pace. All milestones are cause for a celebration.

A Developmental Approach
First Steps Reading Map of Development
Role Play Experimental Early Transitional Proficient Accomplished

Readers in this phase display reading-like behaviors when interacting with texts such as picture books, traditional tales and simple informational texts. They rely heavily on topic knowledge, pictures and memorization when reading texts previously heard. Although Role Play readers may begin to identify their own name or parts of it, they are yet to match spoken and written words.

In this phase, readers use memory of familiar, predictable texts and their developing soundsymbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations.

Early readers recognize a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on exactly what is on the page, using sounding out as a primary wordidentification strategy.

In this phase, readers are beginning to integrate strategies to identify unknown words and to comprehend text. These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness.

Proficient readers have developed a multistrategy approach to identify unknown words and comprehend demanding texts such as subject-specific textbooks, novels and essays. They are able to select strategies appropriate to the purpose and complexity of the text. Readers have a greater ability to connect topic, grammatical, cultural/world and textstructure knowledge with what is new in the text. Proficient readers identify the target audience of the text. They draw on evidence from their own experience to challenge or question the text.

Accomplished readers use a flexible repertoire of strategies and cues to comprehend texts and to solve problems with unfamiliar structure and vocabulary. They are able to fluently read complex and abstract texts such as journal articles, novels and research reports. Accomplished readers access the layers of information and meaning in a text according to their reading purpose. They interrogate, synthesize and evaluate multiple texts to revise and refine their understandings.

Reading Strategies
My Webpage 1. Go to FDR NET on our Homepage 2. Log In 3. Primary StudentNET 4. Highlight Specialists Scroll to Literacy Coach 5. Click Literacy Coach Webpage Click here to access Ms. Heidis webpage

http://fdrliteracycoach.weebly.com/parents.html

Leveled Texts
NOT Leveled Readers

Why do we use levels?

If all our students are going to find themselves in books and view the world from new perspectives, they need access to a wide variety of literature.
~Kathy Short

Resources
Texts:

Harvey, Stephanie and Anne Goudvis. Strategies that Work. Maine: Stenhouse Publishers, 2007. Lockett, Lynn et al. First Steps Reading. Australia: Steps Professional Development, 2004. Szymusicak, Karen, Franki Sibberson, and Lisa Koch. Beyond Leveled Books. Maine: Stenhouse Publishers, 2004.
Websites:
http://www.fountasandpinnellleveledbooks.com/ http://www.scholastic.com/teachers/