Teaching Structures
We teach the five components of effective reading instruction through multiple teaching structures
Reading and writing are reciprocal processes. Reading strengthens writing and writing strengthens reading. For example, children first build phonemic awareness knowledge through exposure and direct reading instruction then, when they attempt to spell words in their writing, they put their phonemic awareness skills to work. The process of sounding out unknown words as children write also helps to strengthen their ability to decode words as they read. Due to this reciprocal nature, rather than compartmentalizing the essential components of reading, we use a combined approach that both teaches skills in a direct and systematic way in isolation and then prompts children to apply those skills in the context of reading and writing.
Learn more below.
Word Study
During this portion of the day students are explicitly taught phonics and phonemic awareness and/or vocabulary.
Writing Structures
Writing Workshop
The workshop begins with the teacher leading a whole class, explicit minilesson focused on a strategy related to proficient writing (e.g. spelling, genre, structure, elaboration, grammar, conventions, craft). Students produce narrative, opinion or informational writing, depending on the unit of study. During this portion of the workshop, the teacher differentiates instruction through individual conferences and small group instruction.
Interactive Writing
Interactive writing is a structure that supports students in applying their knowledge of phonics and conventions to a shared piece of writing. The teacher guides and shares the pen with students as they apply their phonics knowledge to spell unknown words, write high frequency words, and use appropriate capitalization and punctuation.
Shared Writing
Shared writing is a structure that supports students in applying their knowledge of vocabulary, grammar and conventions to a shared piece of writing. The teacher guides the class in composing a piece of writing. The teacher acts as a scribe as the students evaluate and select the appropriate vocabulary, grammar, and punctuation.
Small Group Instruction
In small group instruction, the teacher works with a group of students to introduce or reinforce a targeted skill or strategy.
Reading Structures
Reading Workshop
The workshop begins with the teacher leading a whole class, explicit minilesson focused on a strategy related to proficient reading (e.g. decoding, fluency, comprehension, vocabulary, habits, text structure). Students then read selected texts and apply the strategies they have learned. During this portion of the workshop, the teacher differentiates instruction through individual conferences and small group instruction.
Interactive Read Aloud
The teacher carefully selects texts to read aloud to students to help build their background knowledge, vocabulary and comprehension skills. Throughout the read aloud, the teacher models fluency and the thinking of a proficient reader. Students are given opportunities to practice comprehension and vocabulary skills through text-based discussions and debates.
Shared Reading (K-2)
Shared reading is a structure that supports students in transferring their knowledge of phonics, fluency, vocabulary and comprehension to reading. In shared reading, the class reads and rereads a challenging text together, for multiple days, applying their skills.
Close Reading (3-5)
Close reading is a structure that supports students in transferring their knowledge of fluency, vocabulary and comprehension to reading. During close reading, students examine a complex text together and are guided in analyzing, appreciating and annotating various aspects of the text through multiple readings and text-based questions.
Small Group Instruction
In small group instruction, the teacher works with a group of students to introduce or reinforce a targeted skill or strategy.