Literacy_Document_Framework_FINAL

INDEPENDENT SCHOOL DISTRICT









Literacy Framework









2010-2011

EDGEWOOD ISD LITERACY FRAMEWORK 2









Board of Trustees



Joseph M. Guerra, President

Johnny R. Perez, Vice President

Tina Morales, Secretary

Lucy M. Hall, Trustee

Estefana Martinez, Trustee

Mary Lou Mendoza, Trustee

Marcelo Montemayor, Trustee









Cabinet



Dr. Elizabeth P. Garza, Superintendent

Karen Hartmann, Executive Director of District Operations

Dr. Mary Miller, Executive Director of Curriculum & Support

Eliseo Rodriguez, Executive Director of Elementary Division

Gloria Valle, Executive Director of Secondary Division

Juan C. Zamora, Executive Director of Business Operations









Edgewood Literacy Framework Committee



Sandra Lomas, Elementary Language Arts/SS Specialist

Erlinda Rodriguez, Early Childhood Specialist

Cathy Tynan, ELAR Specialist



Phyllis Abernathy, Coronado ES

Lorena Donnellan, Coronado ES

Raquel Garcia, Roosevelt

Mary Jane Garza, Cisneros ES

Robert Lopez, Cisneros ES

Patricia Rodriguez, Gardendale ES

EDGEWOOD ISD LITERACY FRAMEWORK 3





Table of Contents



Part 1. Description of the Initiative ―Let’s Read‖……………………………………………………. Page 4



Part 2. Goals and Objectives………………………………………………………..………………. Page 8



Part 3. Context of Literacy-based Learning………………………………………………………… Page 9



Part 4. Timeframe for Daily Implementation……………………………………………………….. Page 10



Component Description Overview……………………………………………………………………. Page 11



Part 5. Component Descriptions-Pre-Kinder……………………………………..………………… Page 12



Part 6. Component Descriptions-Kinder…………………………………………………………….. Page 21



Part 7. Component Descriptions- First and Second Grades……………………………………… Page 29



Part 8. Component Descriptions-Third through Fifth Grades…………………………………….. Page 37



Part 9. Component Descriptions-Sixth through Eighth Grades…………………………………... Page 46



Vertical Alignment Documents………………………………………………………………………... Page 55



Appendix A. Glossary of Key Literary terms for Framework Document…………………………. Page 88



Appendix B. Recommended Reading Lists for PreKinder-8th Grade……………………………. Page 93



Appendix E. Observation Protocol…………………………………………………………………... Page 110



Appendix F. Bibliography…………………………………………………………………………….. Page 115



Appendix G. Additional Resources………………………………………………………………….. Page 116



Appendix H. Elements of the Grade Level Reading Strategy-Making Connections…………… Page 124



Appendix I. A Balanced Approach to Literacy……………………………………………………… Page 125

EDGEWOOD ISD LITERACY FRAMEWORK 4





Part 1. The Edgewood Independent School District (EISD)



Literacy Framework



Introduction



Misty Sailors, Ph.D.



Miriam Martinez, Ph.D.



Overview to EISD Literacy Framework



Central to effective literacy teaching, learning, and achievement is a strong, central literacy framework

implemented in a decentralized fashion. Effective frameworks are framed by a set of goals and purposes that

describe the envisioned literacy capabilities of students. For maximum effectiveness, local stakeholders

develop such frameworks.



Central to effective frameworks are four components, including (a) curriculum; (b) research-based instruction

(direct and indirect); (c) assessment that guides instruction (formal and dynamic); and (d) implementation

through the professional development of teachers. The Edgewood Independent School District Literacy

Framework was designed based on these premises.



The EISD Literacy Framework was designed to support the Let’s Read! Initiative of the EISD, so that

students in the district are both motivated to read and interpret the world around them. Aligned closely with

the Texas Essential Knowledge and Skills (TEKS) and the College Readiness Standards (CRS), the EISD

Literacy Framework has the following as it core goals:



1. Students will be lifelong readers, writers, and learners.

2. Students will read critically in a variety of texts.

3. Students will clearly express understandings gained from text.

4. Students will engage in literacy for a variety of reasons

5. Students will use their literacy skills and strategies to positively contribute to the community

and society.



Background and Development Process



The EISD Literacy Framework was created to clearly state the expected instructional literacy practices of

teachers, grades PK – 8, as well as expected student outcomes. The framework was developed

collaboratively by the EISD Literacy Framework (ELF) Committee, which consisted of campus and district

literacy experts as well as external literacy experts. The team was peer nominated and confirmed by district

officials. The ELF Committee created documents through a collaborative process, guided by consensus-

building activities. Draft documents were vetted at the campus level (teachers), through the District Literacy

Team, and presented to administrators. The drafting of this document coincided with the adoption of the

basal reading series.



It is the hope of the Committee that because of its grass-roots movement and collaborative and iterative

process, the Framework will be implemented fully. Furthermore, it is the hope of the Edgewood Literacy

Framework Committee that this document will provide teachers of all levels of experience with a common

EDGEWOOD ISD LITERACY FRAMEWORK 5





ground on which instructional practices are drawn in order to provide equitable educational experiences for all

students in the EISD.



Research Based Practices of the Framework



The EISD Literacy Framework is grounded in research based practices, including those that have been found

to be effective in improving literacy achievement of students from low-income and minority backgrounds.



Print-rich environments. One such practice centers on the creation of classrooms that offer print-rich

environments for students (Sailors & Hoffman, 2009). Research has demonstrated that in classrooms (PK –

8) where teachers provide a variety of high quality public and private texts that are imported as well as

created locally, student performance is statistically higher than in non- print-rich classrooms (Hoffman,

Sailors, Duffy, & Beretvas, 2004).



High quality children’s literature. Within these print-rich classrooms are books that are high-quality children’s

literature, including a variety of genres (stories, informational books, and poetry), books of varying difficulty

levels, and books that represent the cultural and ethnic diversity of their community (Temple, Martinez, &

Yokota, 2011). These books stimulate an interest in reading and provide students with a well-rounded set of

books in which to engage.



Time on task with the materials. Time on task is an important factor in reading achievement. That is, the more

students read, the better they become at reading (Anderson, Hiebert, Scott, & Wilkinson, 1985; Cipielewski &

Stanovich, 1992). Furthermore, one of the characterizing differences between high and low performing

classrooms is the amount of on-task reading in which students are engaged (Allington & Johnson, 2000;

Pressley, 2000; Taylor et al., 2000).



Task difficulty. Not only must students be engaged in reading, the difficulty of the texts must be taken into

consideration if students are going to move forward in their reading development. In his seminal study,

Berliner (1981) investigated the relationship between task difficulty and achievement gains in elementary

students; success rates of tasks have a direct impact on student learning. Greater learning is linked to tasks

completed with higher rates of success and are linked to improved student attitude. Tasks related to

moderate successes were less consistently related to learning and hard tasks produced a negative impact on

learning, off task behaviors, and negative attitudes by the students. It is imperative that the difficulty of the

task (reading and writing in this case) matches the abilities of students.



Text difficulty. In a similar vein, students must be appropriately challenged in order for literacy development to

continue.



Easy reading material and independent reading. It has become widely accepted that readers should

be given multiple opportunities to engage in ―easy‖ texts as a way of experiencing success with

reading as well as practice in reading fluently (Roller, 1998). Instructionally, effective teachers provide

students with opportunities to engage in ―independent‖ reading time—time to read books that students

are very successful with (they know at least 95% of the words) so that students can practice reading

fluently.



Instructional text and guided reading. Similarly, readers need to be given opportunities to read

―instructional‖ texts with the support of their teacher as a way of practicing the skills and strategies

EDGEWOOD ISD LITERACY FRAMEWORK 6





they are learning (Roller, 1998). Instructionally known as ―Guided Reading,‖ this type of instruction

(and these types of texts) contain familiar words (90-94% of words are known to the reader) while

providing challenging opportunities to practice comprehension, word identification and word

knowledge strategies as well as monitoring and fix-up strategies.



Read Aloud and shared reading. Finally, while an effective teacher would never ask a student to read

a book that would be ―Frustrating,‖ effective teachers see the opportunity to engage their students in

these types of books (books too hard for the student to read on their own) as ―Read Alouds‖ or

―Shared Reading‖ books. These opportunities allow teachers to expand the vocabulary of their

students and to engage in modeling and ―thinking aloud‖ of reading strategies.



Highly effective instructional practices. Recent studies on teacher effectiveness conducted in ―beating the

odds‖ schools—those with a ―reputation for producing higher-than-expected results in reading with low-

income populations‖ (Taylor, Pearson, Clark, & Walpole, 2000)—found similarities in the instructional reading

practices of ―accomplished‖ teachers.



Small group instruction. Highly effective teachers teach in small groups, according to recent studies.

Synthesizing across the most current studies of what he called ―enormously effective elementary

school teachers‖ (p. 62), Allington (2002) described the curriculum of these teachers as multisourced,

multileveled, and integrated. That is, their curriculum materials reflected the varying levels of student

abilities and proficiencies and supported student growth toward independence. Furthermore, these

exemplary teachers offered small group instruction for their students with a limited reliance on whole-

group instruction.



Focus on comprehension. Additionally, these teachers employed higher-level questions in discussions

of text with students. The accomplished teachers asked students to write in response to reading.

Research suggests that reading is clearly a priority in high performing classrooms; the focus of acts of

reading and writing are on meaning-making rather than ―getting the words right.‖ Metacognition, or the

awareness of one’s thinking while reading, was a focus of instruction in highly accomplished

classrooms.



Focus on words. Highly effective teachers teach both letter/sound level patterns as well as word

(rime/rhyme) patterns. They teach it explicitly and within authentic acts of reading and writing, and in

connected texts (sentences, passages, and/or books). These teachers supplement explicit phonics

instruction with coaching techniques in which they teach students strategies for applying phonics to

their everyday reading.



Authentic acts of reading and writing. Highly effective teachers model and demonstrate literacy skills

and strategies within a larger context. That is, they provide opportunities for their students to practice

the skill or strategy in isolation and then return to the application of the skill or strategy within the

context of reading or writing.



Self-determination as readers and writers. Highly effective teachers also offer their students

―managed choices‖—not everyone must read the same book, write the same essay, or do the same

project. The tasks set forth by accomplished teachers for the students to complete are ―open tasks,‖

such as written responses to readings. There are no ―right‖ answers. In addition, the teachers in

EDGEWOOD ISD LITERACY FRAMEWORK 7





these classrooms foster self-monitoring capacities in their students—the students are encouraged to

be responsible for their own work and behavior. Finally, the teachers in these classrooms focus on

the whole child, including the social, emotional, and academic needs of their students. These

teachers are experts on each and every child in their classroom and have a sense of professional

responsibility for all children.



Instructional decisions by teachers. Implicit in the research on highly effective instruction is the idea that the

actions, characteristics, and behaviors of effective teachers are what matters most for reading instruction with

all students as well as for struggling readers. However, there is no guarantee that teachers who ―fit the

profile‖ (Doyle, 1983) and subscribe to ―highly effective‖ practices will have high achieving students in their

classrooms. Hoffman and his colleagues (2000) argued that ―principled‖ teachers are those who make a

difference in the reading development of their students. Principled teachers make instructional decisions

based on the needs of students and their vision for reading instruction (Hoffman & Duffy, 1999). While one

could very easily argue that all teachers have good intentions for reading instruction with their students, the

fact of the matter is, not all students learn to read as easily as others.



This framework is designed to assist new and experienced teachers implement research-based practices in

their classrooms in flexible and principled ways.

EDGEWOOD ISD LITERACY FRAMEWORK 8





Part 2. Goals and Objectives



1. Be lifelong readers, writers, and learners.



a. Engage in self-generated literacy activities.



b. Engage in literacy activities outside of school.



c. Establish academic and personal goals related to literacy.



2. Read critically in a variety of texts.



a. Read on grade level (as measured by norm referenced test).



b. Successfully use grade appropriate skills and strategies.



c. Connect texts to personal experiences in order to analyze, solve problems, make

judgments/decisions and or reconstruct knowledge.



3. Clearly express understandings gained from text.



a. Explain what was read to someone else.



b. Participate in discussions about text read.



c. Form and express opinions about what was read.



d. Create a variety of products (songs, dances, poetry, illustrate, technology based).



e. Articulate their metacognitive processes.



4. Engage in literacy for a variety of reasons.



a. Effectively use library resources.



b. Interact with multiple genres.



c. Engage in scaffolded sustained silent reading.



d. Choose books of interest at appropriate reading level for independent reading.



e. Interact with a variety of media literacy.



f. Use the internet effectively.



5. Use literacy skills and strategies to positively contribute to the community and society.



a. Identify problems in the school and offer research related solutions.



b. Make informed decisions.



c. Participate in school and/or community based democratic processes.



d. Use writing skills in order to address community and/or societal issues and needs.

EDGEWOOD ISD LITERACY FRAMEWORK 9





Part 3. Context of Literacy-based Learning



Campus staff must ensure that the context of the classrooms and campus is such that will support the

literacy-based activities and behaviors described in this literacy framework. The terms below explain

expectations for classrooms and the campus environment to create a community of readers and writers.



 Print-Rich Environment: A print-rich environment is one in which students can interact with text and print

around them, which research says leads to increased learning and comprehension. Such environments

may include word walls, labeled centers, displayed student products, teacher-created posters,

instructional aids, etc. and are not exclusively limited to the classroom. Staff should consider the quality,

content, accessibility, purpose, design and quantity of texts and print in their classrooms and campus.

Staff should also be intentional about the print in the classroom environment and school setting by

providing text that is meaningful, authentic, content-driven, and chosen by students whenever possible.

(Types of text examples are as follows: Limited Text Process Charts; Writing on Paper; Work Product

Displays; Instructional Aids; Extended Text Process Charts; Reference Materials; Journals; Portfolios;

Serials; Leveled Texts; Textbooks; Tradebooks; Computers/Electronic; Organization/Management;

Student/Teacher Published Work; Social/Personal/Motivational; Games/Puzzles/Manipulatives)



 Classroom Libraries: One way to engage students in independent reading is by providing quality

classroom libraries. When establishing classroom libraries, staff should consider providing books on

various reading levels and topics of interest as well as a variety of genres to include award winning books

and multicultural selections. Staff should purposefully arrange and display books so that they are

appealing and attractive for students to browse and checkout. Staff should consider seating at,

accessibility to, and maintenance of the classroom library throughout the year.



 Scaffolded Sustained Silent Reading: While past research may indicate mixed results for sustained silent

reading (SSR), new research is indicating that ―scaffolding‖ of SSR is more beneficial. By bolstering the

interaction between the student and teacher, during and after SSR, through brief discussions and

interactions, student engagement will increase. Helping students select books of interest, monitoring

students during reading and holding them accountable for their reading through questioning, are practices

staff should engage in to scaffold SSR.



 Using Intentional Instruction Model for the Teaching of Cognitive Strategies: To improve comprehension,

students use metacognitive strategies that allow them to monitor and assess their ongoing performance.

Teachers initially model metacognition through the think aloud process by naming the strategy, stating

when the strategy is used, stating why the strategy is used and explaining/modeling how the strategy is

used.



 Literacy Team Roles and Responsibilities: To develop literacy instruction, literacy teams will be created

at each campus consisting of the Principal, Instructional Facilitator, Librarian, Special Education Teacher,

and Interventionist(s). The purpose is to conduct model lessons based on intentional instruction, conduct

observations and provide coaching, and facilitate and monitor the implementation of the district literacy

plan. (See Appendix E for Coaching Protocols)

EDGEWOOD ISD LITERACY FRAMEWORK 10



Part 4. Timeframe for Daily Implementation





PreK/K 1st/ 2nd 3rd-5th 6th-8th



Shared Reading Shared Reading Shared Reading Either Shared

Reading or Writing

15 minutes x 2 per 15 minutes daily 15 minutes daily

and Word Study

day for a total of 30 (includes word study) (includes word study)

minutes

(2 x a day with one 20 minutes daily

integrated in another

content area)



Guided Reading (with Guided Reading and Guided Reading(with Guided Reading or

Word Study) Literature Circles (with independent reading Writing

independent reading & literature circles

Small groups: 15-20 occurring occurring Independent

minutes with 3 simultaneously) simultaneously) Reading/ Literature

groups = 60 minutes

45 minutes daily 45 minutes daily Circles

(includes word study) (includes word study)

or Independent

Writing

Guided Writing Shared Writing Shared Writing



Small group: 15 15 minutes daily 15 minutes daily (occurring

minutes. Meet with (includes word study) (includes word study) simultaneously)

one group a day

35 minutes daily

Independent Reading Guided Writing Guided Writing

(independent writing (independent writing

During DEAR time 15 occurring occurring

minutes and during simultaneously) simultaneously)

small group times

45 minutes daily 45 minutes daily

Independent Writing (includes word study) (includes word study)

Journaling (occurring Word Study

during guided reading

time) 10 minutes daily



120 minutes 120 minutes 120 minutes 65 minutes









ELAR Elementary: 150 minutes



120 minutes will be outlined in this literacy plan. The additional 30 minutes allows for an ESL time in bilingual

classes and may be used for various language activities in monolingual classes. (i.e. writing-based CSCOPE

assignments.)

EDGEWOOD ISD LITERACY FRAMEWORK 11



Component Descriptions Overview



The major components of Reading and Writing, as well as teacher and student behaviors that

support those components are described in detail in the Component Description section (parts 5

through 8) of the Literacy Framework Document.



Shared Reading and Writing (usually referred to as whole group instruction), Guided

Reading and Writing (usually referred to as small group instruction), and Independent Reading

and Writing are the components of a balanced literacy program. These components follow a

scaffolded approach to student learning by offering different levels of support to students. This

approach is based on Vygotsky’s theory of cognitive learning which describes how to support

learners in their Zone of Proximal Development. Zone of Proximal Development (ZPD) is described

as, ―When a learner is working on the edge of her current ability and reaching out to develop a more

complex level of understanding.‖ (Fountas & Pinnell, 2006.)



The Component Description sections are divided by grade levels: Kinder, 1st and 2nd, 3rd-5th,

and 6th-8th. Each component description discusses the materials and instructional setting needed to

support Shared Reading, Guided Reading and Independent Reading in the classrooms. In addition,

the purposes and definition of each of those components are described.



Finally, the Component Description section explains the expected behaviors of the teachers

and the students. These are the common behaviors that one would expect to see in a literacy-

based classroom.

EDGEWOOD ISD LITERACY FRAMEWORK 12



Part 5. Component Descriptions- Grade Level: Prekindergarten



Section 1: Shared Reading and Writing

Materials and Instructional Setting



Shared Reading: Teacher uses public texts (trade book, big book, morning message, for example)

with an instructional focus (vocabulary, comprehension strategy, tracking print, or for pleasure, for

example). Teacher is reading to students and interactions with print are). Teacher establishes a love

for reading through teacher and student interaction and exposure to good literature. Reading Aloud

to children promotes curiosity, broadens knowledge about the world, develops vocabulary, builds

listening comprehension, leads to independent reading and inspires writing.



Shared Writing -constructed text that is generally written by the teacher, dictated by the students.

The Shared Writing experience is linked directly to the Shared Reading experience. This is very

similar to Language Experience Approach. We would expect to see components of the writing

process here but the process is only taught (directly) in Instructional Reading/Writing time. During the

shared writing experience children and teacher are involved in the writing process. Children

contribute their own ideas while the teacher holds the pen and writes on a surface large enough for

all children to see. The teacher also models the writing process and thinks out loud as she writes.

During the shared writing experience children develop understandings of concepts about print.



Instructional Setting: There are many times when a teacher may gather the entire class or children

together to provide information, support collaboration, and listen to their ideas. Large-group sessions

should occur two to three times per day and last 15-20 minutes. It is also appropriate to conduct

Shared Reading in a small group setting. (PreK Guidelines)



Materials: To include (but not limited to) the use of Big Books, trade books, magazines. A variety of

genres should be used (e.g., fiction, informational books, poetry).

Student Behavior (PreK II.A) Teacher Behavior

Shared Reading Shared Reading:

 Responds to stories before, during, and after  Models, demonstrates, and ―thinks aloud‖ so

by asking and answering questions the children understand the thoughts behind

 Makes comments related to the topic being what the teacher is doing.

discussed  Acknowledges and encourages children’s

 Points to the appropriate pictures, or retells efforts by modeling and demonstrating

what he/she has heard. behaviors, create challenges and supporting

 Explains his favorite part of a fiction or children.

nonfiction book that was read.  Engages children daily in conversation and

 Uses the new words while engaging in theme- provides feedback related to themes or content.

or content-related activities and play.  Asks children to recall and add details to

 Participates in acting out a story she is familiar expand their responses.

with, either in circle time or in a small group  Asks children who, what, where and why

 Retells and sequences the main events of the questions to engage children in the read aloud

story experience

 Connects personal experiences to an event in  Models a wide variety of rich, rare vocabulary

a story words including varied nouns, adjectives, and

 Uses information learned from books by verbs.

describing, relating, categorizing, or comparing  Defines new words for children when reading

and contrasting aloud by connecting what children already know

EDGEWOOD ISD LITERACY FRAMEWORK 13



Head Start: to the new word and encourages discussion of

 Demonstrates increasing ability to attend to word meanings.

and understand conversations, stories, songs,

and poems

 Shows progress in understanding and

following simple and multiple-step directions

 Uses language to communicate information,

experiences, ideas, feelings, opinions, needs,

questions, and for other varied purposes.

 Shows growing interest and involvement in

listening to and discussing a variety of fiction

and non-fiction books and poetry

 Shows interest in reading-related activities,

such as asking to have a favorite book read;

choosing to look at books; drawing pictures

based on stories; asking to take books home;

going to the library; and engaging in pretend-

reading with other children

 Retell and dictate stories from books and

experiences; to act out stories in dramatic

play; and to predict what will happen next in

the story.

Shared Writing: (PreK IV.A.1) Shared Writing: (PreK. IV)

 Leaves a message for the teacher on the  Engages in ―thinking out loud‖ while writing,

―message board‖ including why she is writing, how she thinks

 Sends a letter to a friend in the classroom about what to write, and the conventions that

mailbox. she is using as she writes.

 Dictates a story and, when finished, says, ―the  Encourages students to connect meaning to

end‖ their drawing by asking what she wrote.

 Participates in writing a letter to a character in  Models formation of letters and provides

a story and making a suggestion based on opportunities for students to write.

what has happened in the story  Models concepts about print and ―thinks out

Head Start: loud‖ as he writes in front of the students.

 Child develops understanding that writing is a  Prompts students to tell or retell stories with a

way of communicating for a variety of beginning, middle and end when taking

purposes dictation.

 Child shows increasing awareness of print in  Helps students create new endings to familiar

the classroom, home and community settings stories using props, puppet and dictation

 Child develops growing understanding of the  Had child participate in creating class-made

different functions of forms of print such as books with alternate endings.

signs. Letters, newspapers, lists, messages,

and menus

 Child demonstrates increasing awareness of

concepts of print, that speech can be written

down, and that print conveys a message.

 Child recognizes a word as a unit of print, or

awareness that letters are grouped to form

words, and that words are separated by

spaces.

EDGEWOOD ISD LITERACY FRAMEWORK 14



Formative Assessment: Tracking children over time to include teacher observations using Anecdotal

Records or a developmental checklist.

Summative Assessment: Garfield Assessment

Parent Component, from the Prekindergarten Guidelines:

―Encourage families to read to their children and to take the children to the library to pick out their

own books, as well as attend special programs for young children as a family. Modeling language by

asking questions that require children to think predicts higher cognitive level and aids language and

literacy development. ―

EDGEWOOD ISD LITERACY FRAMEWORK 15



Part 5. Component Descriptions- Grade Level: Prekindergarten



Section 2: Instructional/Guided Reading and Writing

Materials and Instructional Setting



Instructional/Guided Reading: Using carefully selected materials based on students’ instructional

reading levels, interests, and needs, teachers work with small groups of students on things such

as specific skills and strategies (oral language based, moving into phonemic/phonological

awareness and alphabetic principles in K, 1, and 2). This includes comprehension (cognitive

reading strategies, word identification/word knowledge, and fix-up strategies.) The goal of guided

reading is to support children as they are learning how to read. As children become proficient

readers, the focus expands to include reading for information, or reading to learn. Guided reading

works on the premise that children advance their reading ability when presented with appropriate

reading supports and challenges.





Instructional/Guided Writing: teachers work with small groups of students on the writing process

and writing skills/strategies (e.g., narratives with beginning, middle, and end or problem/solution

structure). Skills such as letter formation are embedded within the writing process. Teachers may

still be dictating and the using the LEA approach. Guided writing in the primary grades is similar to

a shared writing experience where the students share their ideas orally and the teacher is the

scribe.



Instructional Setting: To support reciprocal conversations and language usage in young children it

is encouraged to use small-group or one-on-one interactions. Research (Snow, 1998) has verified

that the amount of dialogue or oral language in which a child engages daily correlates directly to

his or her vocabulary growth.

Resources that address Oral Language Development

 Phonology- the study of the speech sounds of a language and the rules used to put sounds

together into meaningful syllables, words and speech

 Morphology- refers to the rules of word formation and units of meaning

 Semantics- study of the development and changes in word meanings

 Syntax- rules of word ordering in grammatical form

 Prosody- the inflection, rhythm, pitch, and volume of speech

 Pragmatics- rules that children learn for using language in specific situations

Phonological Awareness Terms

 Phonological Awareness-the explicit awareness that words have a structure (syllables,

sounds, etc.)

 Phonemic Awareness- manipulation of the smallest units of sounds (c-a-t)

 Alphabetic Principle- understanding of the letter-sound relationships

Materials: To include but not limited to games that address Phonological skills, pattern books for

repetition of word phrases and the use of manipulatives (real or toy) for students to use to sort

based on focused skill. A variety of writing utensils such as pencils, colored pencils, markers and

paint for guided writing practices.

EDGEWOOD ISD LITERACY FRAMEWORK 16



Student Behavior Teacher Behavior



Guided Reading: Phonological Awareness Guided Reading:

 Notices environmental print and connects  Intentional conversational opportunities,

meaning to it. particularly between adults and children occur

 Asks to be read to or asks the meaning of throughout the instructional day

written texts  Intentional vocabulary instruction connecting

 Plays with language for example separating to students’ prior experiences.

words from a sentence, combining words to  Phonological Awareness- engages students in

make compound, syllabication and rhyming listening to books, nursery rhymes, and songs

 Combines onset and rime to form a familiar that feature rhyme and alliteration

one-syllable word with or without pictorial  Models use of pictures to identify and blend

support. phonemes

 Recognizes and blends two real words with  Alphabetic Knowledge- names letters in a

pictorial support variety of situations.

 Alphabetic Knowledge-  Gives students many opportunities to say the

 names the letters of first name names of letters when working with books,

 Names at least 20 upper and at least 20 charts, letter walls, or manipulatives

lower case letters.  Models, explicitly, going from the letter that

Head Start: children can see to the sound than the letter

 Shows progress in associating the names of makes.

letters with their spaces and sounds  Provides child with opportunities to practice

 Knows that letters of the alphabet are a making letter/sound connections with names

special category of visual graphics that can and other targeted words in independent play.

be individually named.

Informal Assessments: Anecdotal Records, student checklist

Standardized Assessments: CIRCLE assessment- BOY, MOY and EOY



Parent Component:

Provide newspapers, magazines, or advertisements for your child. Encourage your child to find

each letter of the alphabet. Have your child circle the letter, cut or tear out the letters. Help him

glue the words in alphabetical order on a piece of paper. (Parents as Partners)

EDGEWOOD ISD LITERACY FRAMEWORK 17



Part 5. Component Descriptions- Grade Level: Prekindergarten



Section 3: Independent Reading and Writing

Materials and Instructional Setting



Independent Reading/Writing: Teacher provides a wide variety of motivating (high interest) and

appropriate materials for students to read and write. Teacher engages students in self-generated

literacy activities. Motivating students to read and write ensures that all children enter school ready to

learn. Early education must encourage emergent literacy. When optimal conditions exist in a child’s

environment, literacy develops naturally, and one of the goals of early education must be cultivating

that optimal environment.



Instructional Settings: Prekindergarten children benefit from classroom activities and environments that

create an association between reading and feelings of pleasure and enjoyment, as well as learning and

skill development (PreK guidelines III.A)



Emergent Writing Domain: Prekindergarten-age children begin to explore uses of writing for

themselves. Children love to imitate writing a letter or writing notes. This ―pretend writing‖ begins a

child’s development of skills with the written word. (PreK IV. A). Instructional settings such as free

choice centers establishes areas for writing to take place and add purposeful situations for student to

write.



Materials: a variety of motivating (high interest) books that are connected to other content areas such

as Science, Social Studies or Mathematics. Resources are available for student free-choice throughout

the instructional day. A variety of writing utensils (pencils, crayons, markers, colored pencils) and paper

(unlined, colored, different sizes) in centers encourages students to write.

Student Behavior Teacher Behavior



Independent reading Independent reading

 Listens to books on tapes or CDs, following  Places books (and manipulatives) that have

along in the book and turning the pages at the been read and acted out in centers for children

appropriate time. to have access to during independent play

 Uses books and other written materials to  Places concept or theme-related books in each

engage in prereading behaviors center to supplement center and project

 Enjoys looking at books and telling a story from activities (books on buildings or bridges in the

the pictures or from memory. block area; menus and cookbooks in dramatic

Independent writing: play; books on plants in the science center)

 Engages in free drawing and writing activities.  Creates a warm comfortable place for children

 Spontaneously ―writes‖ in various ways. to engage in independent pretend reading.

 Independently uses letters or symbols to make  Teaches children to use technology-based text

words or pars of words materials and provides opportunities for use

 Uses some appropriate writing conventions

when writing or giving dictation Independent writing:

 Encourages child to write as part of authentic

Head Start: play situations, such as creating signs for block

 begins to represent stories and experiences play, grocery lists for the dramatic play,

through pictures, dictation, and in play. recording observations in the science center.

 experiments with a growing variety of writing  Send take home journal activities, such as a

tools and materials, such as pencils, crayons, birthday journal or a mascot journal.

EDGEWOOD ISD LITERACY FRAMEWORK 18



and computers  Engages students to notice how letters are

 progresses from scribbles, shapes, or pictures made

to represent ideas, to using letter-like symbols,  Connects meaning to their drawings by asking

to copying or writing familiar words such as their what they have written.

own name.  Provides journals, regular opportunities, and

access for child to write in his journal.

 Has an author’s chair to encourage child to

―read‖ from her journal

 Provides sign-in sheets on which child can print

his name.

 Talks about and models letter formation with

many opportunities for students to write on

unlined paper.

 Prompts child to tell or retell stories with a

beginning, middle, and end when taking

dictation



Informal Assessments: Anecdotal Records, student portfolio journal entries. Student writing products

Standardized Assessments:









Parent Component:

Parents engage their child in literacy activities outside of school such as visiting the library for Story

Time or signing out books for home activities. Parents participate in discussions with their child about

what was read to them or what they have to read independently. Parent encourages emergent

behaviors of reading such as retelling a familiar story or drawing a picture of their favorite story.

EDGEWOOD ISD LITERACY FRAMEWORK 19



Part 5. Component Descriptions- Grade Level: Prekindergarten



Section 4: Word Study

Materials and Instructional Setting



Word study instruction: Phonological awareness is an auditory skill that involves an understanding of

the sound of spoken words. It includes being able to recognize individual words in a spoken sentence,

blending and dividing words into syllables, beginning with compound words which, because each

syllable has meaning connect to, it is easier for children to work with, adding and taking those

meaningful units, recognizing and producing rhyming words, identifying words that sound the same at

the beginning, and for some children, blending words in the phoneme or single sound level. Because

phonological awareness begins before children have learned a set of letter-sound correspondences,

encouraging phonological awareness does not require print. Phonological awareness represents a

crucial step toward understanding that letters or groups of letter can represent phonemes and sound

(the alphabetic principle). This understanding is highly predictive of success in beginning reading. (PreK

III.B)



Instructional Settings: The teacher uses familiar words/environmental print to teach letter identification,

phonemic awareness, letter/sound relationships, and high frequency words. This is done through

instructional strategies such as language play, letter sorting, word sorting. The instructional setting can

be whole or small group and can also occur during center time as a one to one with students.



Materials: Use of games, manipulatives, and books. A tactile kinesthetic approach such as gross motor

activities is also beneficial to teach word study concepts.

Student Behavior Teacher Behavior

Word Study: Phonological Awareness Word Study:

 notices environmental print and connects  Understands that oral language is typically

meaning to it. categorized as receptive (listening) or expressive

 recognizes that print carries a message language (talking)

 manipulates language by separating,  Intentional conversational opportunities,

combining, deleting syllable or words. particularly between adults and children occur

 can combine onset and rime to form a familiar throughout the instructional day- (Snow, 1998)

one-syllable word with or without pictorial  Activity-embedded vocabulary development is

support. helpful, but explicit, intentional vocabulary

 recognizes and blends two real words with instruction is imperative to ensure young children

pictorial support enter Kindergarten with optimum language skills.

Head Start Child Outcomes:  Phonological Awareness- engages students in

 shows increasing ability to discriminate and listening to books, nursery rhymes, and songs

identify sounds in spoken language that feature rhyme and alliteration

 progresses in recognizing matching sounds and  Models use of pictures to identify and blend

rhymes in familiar words, games, songs, stories phonemes

and poems  Alphabetic Knowledge- names letters in a variety

 Alphabetic Knowledge- child names the letters of situations.

her first name begins with  Gives students many opportunities to say the

 names at least 20 upper and at least 20 lover names of letters when working with books,

case letters. charts, letter walls, or manipulatives

 associates with written words, such as  Models, explicitly, going from the letter than

awareness that different words begin with the children can see to the sound than the letter

same sound makes.

EDGEWOOD ISD LITERACY FRAMEWORK 20



 Gives child a small set (3-5) letters and asks her

to produce the sounds of each letter

 Provides child with opportunities to practice

making letter/sound connections with names and

other targeted words in independent play.

Informal Assessments: Anecdotal Records, student checklist

Standardized Assessments: CIRCLE assessment- BOY, MOY and EOY









Parent Component:

Parents engage their child in listening to books, nursery rhymes, and songs that feature rhyme and

alliteration.

Parents give their child many opportunities to say the names of letters when working with books,

charts, letter walls, or manipulatives

EDGEWOOD ISD LITERACY FRAMEWORK 21



Part 6. Component Descriptions- Grade Level: Kindergarten



Section 1: Shared Reading and Writing

Materials and Instructional Setting



Purpose of Shared Reading and Writing: To engage students in learning or acquiring reading/writing

proficiency at a high level.



Definition of Shared Reading: Teacher uses public texts (trade book, big book, morning message, for

example) with an instructional focus (vocabulary, comprehension strategy, tracking print, or for

pleasure, for example). Teacher is reading to students and interactions with print are discussion-

based (interactive).



Definition of Shared Writing: This is constructed text that is generally written by the teacher and

dictated by the students. The Shared Writing experience is linked directly to the Shared Reading

experience. This is very similar to Language Experience Approach. We would expect to see

components of the writing process here but the process is only taught (directly) in Instructional

Reading/Writing time



Instructional Setting: There are many times when a teacher may gather the entire class or a small

group of students together to provide information, support collaboration, and listen to their ideas.

Large-group sessions should occur two to three times per day and last 15-20 minutes.



Materials: To include (but not limited to) the use of Big Books, trade books, magazines, and multi-

media. A variety of genres should be used (e.g. fiction, informational books, multicultural text, and

poetry) Document camera, chart tablet, and markers may also be incorporated.



Student Behavior Teacher Behavior



Shared Reading: Shared Reading:



Participate in the reading process (predicting, Actively and explicitly models the reading

clarifying questioning, retelling, responding). process (predicting, clarifying, questioning,

summarizing, and responding/reflecting).

Use metacognitive strategies such as —

predicting, and inferring. (TEKS Figure 19) Model a think aloud so students understand the

metacognitive strategies of a reader.

Demonstrate automaticity in identifying high

frequency words. Ask children who, what, where and why

questions to engage children in the read aloud

Discuss and use the meaning of new vocabulary experience.

to aid comprehension.

Engage students in conversation related to

Participate in conversations about the text in themes or content where children take multiple

which they share observations, pose questions, turns listening and responding, either orally or

respond to questioning or to other peer physically.

responses, and provide evidence to support their

thinking. Provide feedback when conversing with a

student to model listening and encourage

EDGEWOOD ISD LITERACY FRAMEWORK 22



Point to a letter, word and/or tracks print. additional comments from that student.



Make connections to self, text-to-text, and to Guide students to explore new vocabulary.

world (TEKS Figure 19)

Provide students opportunities to respond to text

(constructing a story map, writing in a journal,

etc.).



Engage students in read alouds through echo

reading.



Encourage and share the love of reading by

reading with enthusiasm and fluency.



Focus on basic conventions to aid students in

comprehension.





Shared Writing: Shared Writing:



Participate and contributes to the writing process Demonstrate the components of the writing process

with adult assistance. (Planning, Drafting, Revising, Editing, and Publishing)

at appropriate times.

Create unique sentences that describe, entertain,

Scribe a story that is composed of student input using

or rhyme.

the process of ―think aloud‖.

Demonstrate correct use of different parts of Engage students in Language Experience Approach

speech. while writing, including why the teacher is writing, how

the teacher thinks about what to write, and the

conventions that the teacher is using as he/she writes.



Engage students in composing various writing genres.

(literary texts, personal texts, expository/procedural

texts, and persuasive texts)



Encourage students to connect meaning to the

writing.



Prompt students to tell or retell stories with a

beginning, middle and end when taking dictation.



Make shared writing piece available for subsequent

student use.



Use mentor texts to develop the elements of writing in

a short mini-lesson.



Conduct inquiry of conventions and vocabulary to

improve writing.

Formative Assessment: Tracking children over time to include teacher observations using Anecdotal

Records or a developmental checklist.



Summative Assessment: Published class writing product reflective of the Shared Reading

EDGEWOOD ISD LITERACY FRAMEWORK 23



Part 6. Component Descriptions- Grade Level: Kindergarte



Section 2: Instructional/Guided Reading and Writing

Materials and Instructional Setting



Purpose of Instructional Reading and Writing: To engage students in learning or acquiring

reading/writing proficiency at their instructional level as determined by a diagnostic assessment

such as TPRI/Tejas Lee.



Definition of Instructional/Guided Reading: Using carefully selected materials based on students’

instructional reading levels, interests, and needs, teachers work with small groups of students on

things such as specific skills and strategies (oral language based, moving into

phonemic/phonological awareness and alphabetic principles in K, 1, and 2). This includes

comprehension (cognitive reading strategies, word identification/word knowledge, and fix-up

strategies.)



Definition of Instructional/Guided Writing: Teacher works with small groups of students on the

writing process and writing skills/strategies (e.g., narratives with beginning, middle, and end or

problem/solution structure). Skills such as letter formation are embedded within the writing

process. Teacher may still be dictating and using the Language Experience Approach.



Instructional Setting: Small group setting (4 – 6 students) with teacher providing materials and

support. Intentional reading and writing strategies are taught here.



Materials: To include (but not limited to) the use of decodable text, enough copies for each

individual student. Writing materials such as lined or colored paper, markers, pencils, colored

pencils, etc.



Student Behavior Teacher Behavior



Instructional/Guided Reading: Instructional/Guided Reading:



Demonstrate knowledge of relationship between Administer a diagnostic assessment to gauge

letters and sounds by decoding unknown words. initial reading levels of students.



Answer question with pictorial support. Establish flexible reading groups according to

reading inventory.

Identify sight words.

Provide opportunities to participate in literacy

Practice the reading process (predicting, activities that are guided.

clarifying, questioning, summarizing, and

responding/reflecting). Provide opportunities to practice making letter

sound connections with names and other

Identify and discuss the strategies they are targeted words.

using to understand the text (for example,

activating prior knowledge, creating sensory Record observations of students’ reading

images, asking relevant questions, making behavior.

inferences, analyzing, monitoring, adjusting,

making connections and reflecting. *See

TEKS Figure 19

EDGEWOOD ISD LITERACY FRAMEWORK 24





Instructional/Guided Writing: Instructional/Guided Writing:



Dictate or write sentences that enhance group’s Demonstrate and guide the writing process

writing. (Planning, Drafting, Revising, Editing, and

Publishing) of individual students.

Participate in writing process.

Model the ―think aloud‖ process so that students

Use these pieces as models during their understand metacognitive strategies of writing.

independent writing time.

Model correct formation of letters including

Demonstrate knowledge of letter and word spacing between words and punctuation.

spacing.



Increase student’s ability to write words and use

punctuation

Formative Assessments: Anecdotal Records, Progress Monitoring for Reading, TPRI/TL

assessment- BOY and MOY

Student writing products (reflective or process)



Summative Assessments: TPRI/TL assessment- EOY

EDGEWOOD ISD LITERACY FRAMEWORK 25



Part 6. Component Descriptions- Grade Level: Kindergarten





Section 3: Independent Reading and Writing



Materials and Instructional Setting



Purpose of Independent Reading and Writing: To engage students in reading and writing for

enjoyment.



Definition of Independent Reading: Teacher provides students with text at all levels. Students

read/interact with material that is appealing to them. This interaction allows the student the

opportunity to enjoy reading without the limitations of direct instruction.



Definition of Independent Writing: Teacher gives students the opportunity to write in journals or

during center time for enjoyment. Although a topic may be provided, the student is not limited to

that topic.



Instructional Setting: Students are given the opportunity as a whole or at centers to interact/read

material or write at their own pace with little or no direct instruction. Both opportunities should be

provided daily.



Materials: To include (but not limited to) the use of magazines, library books, big books, graphic

novels, and posters. The teacher might also provide place markers, pointers, bookmarks, and

overlays.



Student Behavior Teacher Behavior



Independent Reading: Independent Reading:



Follow routines and structures set forth by Provide time on a daily basis for independent

teacher for Independent Reading. reading.



Choose books and text based on interest or Provide and model classroom routines for

based on themes. independent reading, such as use of Literacy

Centers, SSR (sustained silent reading).

Actively engaged in a variety of texts and

genres. Establish a library center that provides high

interest reading materials in a variety of genres

Reread familiar texts such as those read during and reading levels to students in an organized

teacher read alouds. and systematic manner, (book baskets,

classroom library checkout, leveled readers,

May read with a partner or to another student, thematic collections etc).

as in buddy reading.

Throughout the year, update and maintain the

Respond to text or engages in after-reading classroom library collection.

activities.

Encourage and promote the love of reading by

Articulate reading interests, such as favorite introducing new books through book talks and

genre and author. by making suggestions for independent reading.

EDGEWOOD ISD LITERACY FRAMEWORK 26



Monitor independent reading of students

through discussion and questioning (Scaffolded

Sustained Silent Reading).



Encourage students to reread familiar texts.



Provide opportunities for responding to literature

through after-reading activities.



Independent Writing:

Independent Writing:

Provide an environment that is print rich.

Follow the routines and expectations put in

place by the teacher for independent writing, Explicitly model routines and expectations for

such as journal writing and literacy centers. Independent Writing.



Write on a topic, genre (literary and Encourage students to write and provide regular

expository/procedural) or reading opportunities and access for child to write in

response/reflection. journals.



Practice the writing process (planning, drafting, Provide opportunities for students to respond to

revising, editing, and publishing) and reading or to write on a topic or genre (literary

incorporate the use of writing traits (ideas, personal, expository, procedural and

organization, sentence fluency, word choice, persuasive).

voice, conventions, presentation).

Connect meaning to their drawings by asking

Maintain a writing folder/portfolio in which to what they have written.

collect their written work.

Talk about and model letter formation with

many opportunities for students to write on lined

and unlined paper.



Provide students opportunities to develop a

writing folder/portfolio in which to collect their

written work.



Monitor independent writing of students through

conferencing and finished products.



Provide an author’s chair to encourage students

to ―read‖ from her journal.



Provide students opportunities to ―publish‖ their

work in various ways such as posting it in public

areas of the school, reading it aloud to others,

etc.

Formative Assessments: Anecdotal Records, journal entries, writing portfolios, TPRI/TL

assessment- BOY and MOY



Summative Assessments: TPRI/TL assessment- EOY

EDGEWOOD ISD LITERACY FRAMEWORK 27



Part 6. Component Descriptions- Grade Level: Kindergarten



Section 4: Word Study



Materials and Instructional Setting



Purpose: To investigate words and word parts in order to solve words.



Definition: A process by which a student learns and uses strategies to solve words in reading and

writing.



Instructional Setting: Teachers use multiple texts and print sources to teach phonological

awareness, letter knowledge, letter-sound relationships, and high-frequency words.



Materials: picture cards, rhymes, manipulative letters, writing surfaces



Student Behavior Teacher Behavior



Notice environmental print and connects Create a print rich environment in the

meaning. classroom.



Demonstrate Concepts of Print. Point out environmental print and help students

to connect meaning to print during Shared and

Demonstrate Phonemic Awareness by Guided Reading.

identifying and manipulating sounds within

spoken words. Engage students in listening to books, nursery

rhymes, and songs that feature rhyme and

Demonstrate an emerging understanding of alliteration to develop phonemic awareness.

word structure (identifying syllables through

clapping). Give students many opportunities to say the

names of letters when working with books,

Name the letters his/her first name begins with. charts, letter walls, or manipulatives.



Name at least 20 upper and at least 20 lower Explicitly model connecting letter names to

case letters. letter sounds.



Identify the sounds associated with letters. Engages student in guided and independent

activities designed to help them make their own

Recognize high frequency words. generalizations about letter/sound connections.



Actively manipulate word parts to build word Establish a word study center to promote letter

knowledge. *Refer to TEKS and word study.



Utilize a variety of word solving strategies in Support student recognition of important high

order to identify unknown words. (For example: frequency words that are used in reading and

use picture to identify words, make connections writing.

between known words and unfamiliar words)

Select a group of words that demonstrate a

Make attempts to use newly learned word particular spelling pattern and guides students

patterns during reading and writing. to discover the pattern in their reading and

EDGEWOOD ISD LITERACY FRAMEWORK 28



*Refer to TEKS writing.



Recognize and uses concept words relative to Provide students multiple opportunities to apply

content specific terminology. (For example: their knowledge of letter sound relationships to

colors, shapes, and numbers) decoding unknown words.



Recognize and uses literary terminology. Give students ample opportunities to apply their

*Note: Some of these terms may repeat across emerging knowledge of print conventions by

the grade levels; however, the complexity and writing purposeful text.

depth of explanation will increase. *Refer to

TEKS Initiate conversations about interesting and

unusual words that are encountered in

Demonstrate curiosity about and interest in the connected text.

meaning of new words.

Provide explicit vocabulary instruction. (For

Utilize pictorial clues to identify meaning of example: directional, sequencing, and positional

words. words.)



Use class word walls in meaningful ways. Promote vocabulary knowledge in the context of

meaningful reading and writing activities.



Maintain class word walls and engage students

in using the word wall through meaningful

activities.

Formative Assessments: Teacher-made assessments, Unit assessments, anecdotal records,

progress monitoring, TPRI/TL assessment- BOY and MOY



Summative Assessments: TPRI/TL assessment- EOY

EDGEWOOD ISD LITERACY FRAMEWORK 29



Part 7. Component Descriptions- Grade Level: First and Second Grade



Section 1: Shared Reading and Writing

Materials and Instructional Setting



Purpose of Shared Reading and Writing: To engage students in learning or acquiring reading/writing

proficiency at a high level.



Definition of Shared Reading: Teacher uses public texts (trade book, big book, morning message, etc.

with an instructional focus such vocabulary, comprehension strategy, tracking print, or for pleasure.

Teacher is reading to students and interactions with print are discussion-based.



Definition of Shared Writing: This is constructed text that is generally written by the teacher and

dictated by the students. The Shared Writing experience is linked directly to the Shared Reading

experience. This is very similar to Language Experience Approach. We would expect to see

components of the writing process here but the process is only directly taught in Instructional

Reading/Writing time.



Instructional Setting: There are many times when a teacher may gather the entire class or small groups

of students together to provide information, support collaboration, and listen to their ideas. Large-group

sessions should occur two to three times per day and last 15-20 minutes.



Materials: To include (but not limited to) rhythmic books, repetitive books, cumulative books, basic

sentence books, two-part books, informative books, newspaper and magazines, media, big books,

poems and songs, morning message, trade books, magazines, chart paper, markers, highlighters,

index cards, sentence strips, pointer to track, Smartboard, word cards, puppets, pocket chart. A variety

of genres should be used (e.g., fiction, informational books, poetry).

Student Behavior Teacher Behavior



Shared Reading: Shared Reading:



Participate in the reading process (predicting, Actively and explicitly model the reading process

clarifying questioning, retelling in logical order, (predicting, clarifying, questioning, summarizing,

responding). and responding/reflecting).



Use metacognitive strategies such as — predicting, Model a ―think aloud‖ so the children understand

and inferring. (TEKS Figure 19) metacognitive strategies of readers.

Read fluently and expressively from a common text. Pose questions (literal questions about key text

elements, interpretative questions and critical

Discuss and use the meaning of new vocabulary. questions.)

Participate in conversations about the text in which

they share observations, pose questions, respond Engage students in conversation related to

to questioning or to other peer responses and themes or content where children take multiple

provide textual evidence to support their thinking. turns listening and responding, either orally or

physically.

Make connections to self, text-to-text, and to world

(TEKS Figure 19) Provide feedback when conversing with a child to

model listening and encourages additional

EDGEWOOD ISD LITERACY FRAMEWORK 30



comments from that child.



Guide student to explore new vocabulary.



Provide students opportunities to respond to text

(constructing a story map, writing in a journal,

etc.).



Encourage and share the love of reading by

reading with enthusiasm and fluency.



Focus on text font, grammar, phrasing,

punctuation, etc. during the reading to aid

students’ comprehension.



Engage students in reading along/reading aloud

(echo reading, choral reading, and readers’

theatre).



Shared Writing:

Shared Writing: Demonstrate the components of the writing

process (Planning, Drafting, Revising, Editing,

Actively participate in the various components of and Publishing) at appropriate times.

the writing process (Planning, Drafting, Revising,

Editing, and Publishing) through a shared writing Scribe a story that is composed of student input

piece. using the process of a think aloud.

Orally contribute to a piece of writing (literary,

personal, expository, procedural, and persuasive) Invite students to focus on text structure, traits of

scribed by the teacher. good writing, sentence structure, conventions,

and spelling as he/she is scribing what the

Revisit the shared writing piece in order to revise or students are saying.

edit.

Engage students in composing various writing

Have critical conversations about text structure, genres. (literary texts, personal texts,

traits of good writing, sentence structure, expository/procedural texts, and persuasive

conventions, and spelling. texts)



Guide students to choose the form of a writing

piece based on its purpose.



Prompt students to tell or retell stories with a

beginning, middle and end when taking dictation.

Formative Assessment: Tracking children over time to include teacher observations using Anecdotal

Records or a developmental checklist.



Summative Assessment: Published class writing product reflective of the Shared Reading

EDGEWOOD ISD LITERACY FRAMEWORK 31



Part 7. Component Descriptions- Grade Level: First and Second Grade



Section 2: Instructional/Guided Reading and Writing

Materials and Instructional Setting



Purpose of Instructional Reading and Writing: To engage students in learning or acquiring

reading/writing proficiency at their instructional level.



Definition of Instructional/Guided Reading: Using carefully selected materials based on students’

instructional reading levels, interests, and needs, teachers work with small groups of students on

things such as specific comprehension skills, reading strategies and fluency.



Definition of Instructional/Guided Writing: Teacher works with small groups of students on the

writing process and writing skills/strategies (e.g., narratives with beginning, middle, and end or

problem/solution structure).



Instructional Setting: Small group setting (4 – 6 students) with teacher providing materials and

support. Intentional reading and writing strategies are taught here.



Materials: To include (but not limited to) the use of decodable text with enough copies for each

individual student. Writing materials such as lined or colored paper, markers, pencils, colored

pencils, etc. may also be incorporated.

Student Behavior Teacher Behavior



Instructional/Guided Reading: Instructional/Guided Reading:



Read aloud from leveled texts to demonstrate Administer a diagnostic assessment to gauge

fluency (rate, accuracy, expressions, phrasing). initial reading levels of students.



Answer questions with text support during Establish flexible reading groups according to

instruction to demonstrate comprehension. reading inventory.



Ask relevant questions and seek clarification to Engage students in the reading process

develop deeper levels of understanding. (Predicting, clarifying, questioning,

summarizing, and responding/reflecting).

Practice the reading process (predicting,

clarifying, questioning, summarizing, and Provided explicit instruction to teach reading

responding/reflecting). skills such as decoding and reading strategies

such as determining maid idea.

Identify and discuss the strategies they are

using to understand the text (for example, Record observations as anecdotal notes while

activating prior knowledge, creating sensory student reads text independently.

images, asking relevant questions, making

inferences, analyzing, monitoring, adjusting, Connect reading to writing, speaking and

making connections and reflecting. *See TEKS listening.

Figure 19

EDGEWOOD ISD LITERACY FRAMEWORK 32



Instructional/Guided Writing: Instructional/Guided Writing:



Practice the writing process (Planning, Drafting, Demonstrate and guide the writing process

Revising, Editing, and Publishing) to produce (Planning, Drafting, Revising, Editing, and

their writing pieces. Publishing) of individual students.



Conference with the teacher or other students Provide opportunities for students to respond in

to revise and edit their work. written form to text, to write in different genres

and to write for various purposes and

Use these pieces as models during their audiences.

independent writing time.

Engage students in critical conversations about

Demonstrate knowledge of word spacing. the craft of writing using peer/published authors.



Write phrases with accurate comprehension. Conference with small groups of students to

revise and edit and conducts mini-lessons on

conventions and the traits/crafts of writing.



Model correct formation of words and

punctuation.

Formative Assessments: Anecdotal Records, IRIs, running records, teacher made assessments,

progress monitoring, TPRI/Tejas Lee assessment- BOY, MOY



Summative Assessments: TPRI/Tejas Lee assessment- EOY, unit assessments, GRADE &

Aprenda (2nd grade Only)

EDGEWOOD ISD LITERACY FRAMEWORK 33



Part 7. Component Descriptions- Grade Level: First and Second Grade



Section 3: Independent Reading and Writing

Students read and interact with public texts (trade book, books, morning message, and media for example)

with an instructional focus or for pleasure. They will write daily using a variety of texts (quick writes, poetry,

letters, journal writing, literary response, compositions) that are meaningful.



Materials and Instructional Setting



Purpose of Independent Reading and Writing: To engage students in reading and writing for enjoyment



Definition of Independent Reading: Teacher provides students with text at all levels. Students

read/interact with material that is appealing to them. This interaction allows the student the opportunity

to enjoy reading without the limitations of direct instruction.



Definition of Independent Writing: Teacher gives students the opportunity to write in journals or during

center time for enjoyment. Although a topic may be provided, the student is not limited to that topic.



Instructional Setting: Students are given the opportunity, as a class or at centers, to interact/read

material or write at their own pace with little to no direct instruction, on a daily basis



Materials: To include (but not limited to) the use of magazines, library books, big books, graphic novels,

and posters. The teacher might also provide place markers, pointers, bookmarks, and overlays.



Student Behavior Teacher Behavior



Independent Reading: Independent Reading:



Follow routines and structures set forth by teacher Provide time on a daily basis for independent

for Independent Reading. reading.



Choose books and text based on interest and Provide and model classroom routines for

reading level (books that offer just the right independent reading, such as use of Literacy

amount of challenge). Centers, SSR (sustained silent reading).



Actively engaged in a variety of texts and genres. Establish a library center that provides high

interest reading materials in a variety of genres

Reread familiar texts. and reading levels to students in an organized and

systematic manner, (book baskets, classroom

May read independently, with a partner or to library checkout, leveled readers, thematic

another student, as in buddy reading. collections etc).



Respond to text or engages in after-reading Throughout the year, update and maintain the

activities. classroom library collection.



Articulate reading interests, such as favorite genre Encourage and promote the love of reading by

and author. introducing new books through book talks and by

making suggestions for independent reading.



Monitor independent reading of students through

EDGEWOOD ISD LITERACY FRAMEWORK 34



discussion and questioning (Scaffolded Sustained

Silent Reading).



Explicitly instruct readers on how to choose text

that is manageable.



Allow students to reread familiar texts.



Provide suggestions and time for responding to

literature and after-reading activities.





Independent Writing: Independent Writing:



Follow the routines and expectations put in place Provide an environment that is print rich.

by the teacher for independent writing, such as

journal writing and literacy centers. Explicitly model routines and expectations for

independent writing.

Write on a topic, genre (literary,

Encourage students to write and provide regular

expository/procedural and persuasive), or reading opportunities for students to write in journals.

response/reflection.

Provide opportunities for students to respond to reading

Practice the writing process (planning, drafting, or to write on a topic or genre (literary personal,

revising, editing, and publishing) and incorporate expository, procedural and persuasive).

the use of writing traits (ideas, organization,

sentence fluency, word choice, voice, Connect meaning to their drawings by asking what they

conventions, presentation). have written.



Talk about and model letter formation with many

Maintain a writing folder/portfolio in which to

opportunities for students to write on lined and unlined

collect their written work. paper.



Provide an author’s chair to encourage student to read

from their own writing or journal.



Conference with students on the writing process

(planning, drafting, revising, editing, and publishing)

and incorporation of the use of writing traits (ideas,

organization, sentence fluency, word choice, voice,

conventions, presentation).



Provide students opportunities to develop a writing

folder/portfolio in which to collect their written work.



Monitor independent writing of students through

conferencing and finished products.

Formative Assessments: Anecdotal Records, reflective journaling, journals, parts of writing process,

teacher made assessments, TPRI/Tejas Lee assessment- BOY, MOY



Summative Assessments: TPRI/Tejas Lee assessment- EOY, writing portfolios, published writing

products, unit assessments.

EDGEWOOD ISD LITERACY FRAMEWORK 35



Part 7. Component Descriptions- Grade Level: First and Second Grade



Section 4: Word Study

Materials and Instructional Setting



Purpose: To investigate words and word parts in order to solve words.



Definition: A process by which a student learns and uses strategies to solve words in reading and

writing.



Instructional Setting: Teachers use multiple texts and print sources to teach phonological awareness,

letter-sound relationships, high-frequency words, spelling patterns, word meaning and vocabulary, and

word structure.



Materials: song charts, poems, predictable books, manipulative letters, white board, markers, word

walls, pocket charts, word webs, word games, word tiles



Student Behavior Teacher Behavior



Notice distinguishing features of print (For Create a print rich environment in the classroom.

example: size of font, color of font, bolded vs. un-

bolded words) Draw student attention to distinguishing features of

print during Shared and guided Reading (e.g. size

Demonstrate Phonemic Awareness by identifying of font, color of font, bolded vs. un-bolded words)

and manipulating sounds within spoken words.

Engage student in listening to books, nursery

Name all the upper and lower case letters. rhymes, and songs that feature rhyme and

alliteration to develop phonemic awareness.

Apply the sounds associated with all letters when

reading and writing connected text. Engage students in guided and independent

activities designed to help make their own

Recognize high frequency words. generalizations about letter/sound connections.



Actively manipulate word parts to build word Establish a word study center to promote letter

knowledge. * Refer to TEKS and word study.



Utilize a variety of word solving strategies in order Support student recognition of important high

to identify unknown words encountered in frequency words that are used in reading and

purposeful reading. (For example: context clues writing.

and knowledge of sound symbol relationships to

identify words). Engage students in a wide variety of meaningful

activities that help them explore the patterns in

Make attempts to use newly learned word patterns words and build their own generalizations about

during reading and writing. eh ways in which words work (making words, letter

*Refer to TEKS and word sorting, etc.)



Demonstrate metacognitive awareness of word Select a group of words that demonstrate a

solving strategies by discussing the strategies particular spelling pattern and guide students to

used to identify unknown words in connected text. discover the pattern in their reading and writing.

EDGEWOOD ISD LITERACY FRAMEWORK 36



Discuss the strategies used to spell words when Encourage and support learner’s attempts to apply

writing. word-solving strategies (using multiple cuing

systems) to identify unknown words when reading

Recognize and use concept words relative to connected text.

content specific terminology. (For example: days

of the week, months of the year, and seasons). Give explicit attention to words word parts, letter

clusters, and letters during Shared Reading and

Recognize and use literary terminology. Guided Reading.

*Note: Some of these terms may repeat across the

grade levels; however, the complexity and depth Give students opportunities to discuss the

of explanation will increase. Refer to TEKS strategies they use to identify unknown words

when reading connected text in order to promote

Recognize and use academic language (For metacognitive awareness of word solving

example: prediction, accomplish, compare, and strategies.

explain).

Appendix B. Refer to Strategies for Building Reinforce learning by providing hands on

Academic Vocabulary opportunities for students to manipulate words and

letters to support and extend learning across the

Demonstrate curiosity about and interest in the curriculum.

meaning of new words.

Give students ample opportunities to apply their

Utilize a variety of word solving strategies to emerging knowledge of sound/symbol

identify meaning of words. relationships and the way in which words work by

writing purposeful text.

Demonstrate use of vocabulary knowledge

through writing. Initiate conversations about interesting and

unusual words that are encountered in connected.

Uses outside resources (e.g., class word wall,

glossary, dictionary) to identify unknown words Provide explicit vocabulary instruction. (For

and their meanings. example: verbs, nouns, and compound words.)



Self-select words to learn. Guide students to explore the meanings of related

sets of words.



Moves students beyond the definitional level of

word meaning to usage level.



Promote vocabulary knowledge in the context of

meaningful reading and writing activities.



Maintain class word walls and engage students in

using the word wall through meaningful activities.

Formative Assessments: Teacher-made assessments, Unit assessments, anecdotal records, progress

monitoring, TPRI/TL assessment- BOY and MOY



Summative Assessments: TPRI/TL assessment- EOY

EDGEWOOD ISD LITERACY FRAMEWORK 37



Part 8. Component Descriptions- Grade Level: Third-Fifth Grade



Section 1: Shared Reading and Writing

Materials and Instructional Setting



Purpose: To engage students in learning or acquiring reading/writing proficiency at a high level.



Definition of Shared Reading: Teacher uses public texts (trade books, newspapers, magazines,

poems for example) with an instructional focus (vocabulary, comprehension strategy, or for

pleasure). Teacher is reading to students and interactions with text are discussion-based.



Definition of Shared Writing: Centers on a group-constructed text that is generally written by the

teacher, and dictated by the students. The teacher offers a high level of support, and focuses on the

characteristics of writing. The components of the writing process are taught and modeled.



Instructional Setting: Shared Reading and Writing is traditionally conducted in a whole group setting

but it is also appropriate to conduct Shared Reading and Writing in a small group setting. Shared

Reading and Writing is expected to be done daily. A Read Aloud can be a shared reading

experience.



Materials: For Shared Reading, the teacher may provide students multiple copies of selected text, or

projects the text through a document camera, etc. so that all students have a copy or can see the

text. The teacher selects material based on student interest when possible.



Student Behavior Teacher Behavior



Shared Reading: Shared Reading:



Actively practice using the reading process Actively and explicitly model the reading process

(predicting, clarifying, questioning, summarizing, (predicting, clarifying, questioning, summarizing,

and responding/reflecting). and responding/reflecting).



Use metacognitive strategies such as — Intentionally instruct and ―think aloud‖ various

predicting, and inferring. (TEKS Figure 19) cognitive strategies (What is it? When to use it?

Why we use it? How to use it?) to deepen

Read fluently and expressively from a common student comprehension.

text.

Pose literal, interpretive and critical questions

Participate in discussions about grammar, about key text elements.

phrasing, punctuation, word meaning, etc. during

the reading to aid students’ comprehension. Engage students in conversation related to

themes or content where children take multiple

Participate in conversations about the text in turns listening and responding.

which they share observations, pose questions,

respond to questioning or to other peer Provide feedback when conversing with a

responses and provide textual evidence to student to model listening and encourage

support their thinking. additional comments from that student.



Make connections to self, text-to-text, and to Guide students to explore new vocabulary.

world (TEKS Figure 19)

Provide students opportunities to respond to text

EDGEWOOD ISD LITERACY FRAMEWORK 38



(construct a story map, write in a journal, etc.)



Encourage and share the love of reading by

reading with enthusiasm, prodody and fluency.



Focus on grammar, phrasing, punctuation, etc.

during the reading to aid students’

comprehension.



Engage students in reading along/reading aloud

(echo reading, choral reading, and readers’

theatre).



Shared Writing: Shared Writing:



Actively participate in the various components of Demonstrate the components of the writing

the writing process (Planning, Drafting, Revising, process (Planning, Drafting, Revising, Editing,

Editing, and Publishing) through a shared writing and Publishing) at appropriate times.

piece. Scribe a story that is composed of student input

Orally contribute to a piece of writing (literary, using the process of ―think aloud‖.

personal, expository, procedural, and Engage students on focusing on text structure,

persuasive) scribed by the teacher. traits of good writing, sentence structure,

Revisit the shared writing piece in order to revise conventions, and spelling as he/she is scribing

or edit. what the students are saying.



Have critical conversations about text structure, Engage students in composing various writing

traits of good writing, sentence structure, genres. (literary texts, personal texts,

conventions, and spelling. expository/procedural texts, and persuasive

texts)

Engage in vocabulary inquiry to improve writing.

Guide students to choose the form of a writing

piece based on its purpose.



Make shared writing piece available for

subsequent student use.



Use mentor texts to develop the elements of

writing in a short mini-lesson.



Formative Assessment: questioning/discussion strategies, IRIs, running records, class writing

collections/portfolios, release TAKS assessments, A.R. Tests



Summative Assessment: GRADE/Aprenda (4th grade only), STAAR, TPRI/TL (3rd Grade only), Unit

assessments, Published class writing product reflective of the Shared Reading

EDGEWOOD ISD LITERACY FRAMEWORK 39



Part 8. Component Descriptions- Grade Level: Third-Fifth Grade



Section 2A: Instructional/Guided Reading and Writing

Materials and Instructional Setting



Purpose of Instructional Reading and Writing: To engage students in reading/writing at their

instructional level to increase their level of proficiency.



Definition of Instructional/Guided Reading: Using carefully selected materials based on students’

instructional reading levels, interests, and needs, teachers work with small groups of students on

things such as specific comprehension skills, reading strategies and fluency.



Definition of Instructional/Guided Writing: Teacher works with small groups of students on the

writing process and writing skills/strategies.



Instructional Setting: Guided Reading and Writing is traditionally conducted in a small group

setting with groups of 6 or less students. Other students will be actively engaged in literacy-based

activities such as centers/stations, independent reading/writing and/or peer reading/writing.



Materials: For Guided Reading, teacher provides students multiple copies of leveled text. For

guided writing, teacher provides lined paper, notebooks, colored paper, markers, pencil, colored

pencils, pens, post-its, chart paper.



Student Behavior Teacher Behavior



Instructional/Guided Reading: Instructional/ Guided Reading:



Read aloud from leveled texts to demonstrate Administer a diagnostic assessment to gauge

fluency (rate, accuracy, expressions, phrasing). initial reading levels of students.



Answer questions with text support during Establish flexible reading groups according to

instruction to demonstrate comprehension. reading inventory.



Ask relevant questions and seek clarification to Model and engage students in the reading

develop deeper levels of understanding. process (Predicting, clarifying, questioning,

summarizing, and responding/reflecting).

Practice the reading process (predicting,

clarifying, questioning, summarizing, and Provide explicit instruction to teach reading

responding/reflecting). skills such as decoding and reading strategies

such as determining main idea.

Identify and discuss the strategies they are

using to understand the text (for example, Record observations as anecdotal notes while

activating prior knowledge, creating sensory student reads text independently.

images, asking relevant questions, making

inferences, analyzing, monitoring, adjusting,

making connections and reflecting. *See

TEKS Figure 19

EDGEWOOD ISD LITERACY FRAMEWORK 40



Guided Writing: Guided Writing:



Practice the writing process (Planning, Drafting, Demonstrate and guide the writing process

Revising, Editing, and Publishing) to produce (Planning, Drafting, Revising, Editing, and

their writing pieces. Publishing) of individual students.



Conference with the teacher or other students Provide opportunities for students to respond in

to revise and edit their work. written form to text, to write in different genres

and to write for various purposes and

Use these pieces as models during their audiences.

independent writing time.

Conference with small groups of students to

Write purposefully for a specific audience. revise and edit and conducts mini-lessons on

conventions and the traits/crafts of writing.

Write daily for a variety of purposes (poems,

letters, lists, paragraphs, compositions, etc.) Model and prompt students to make decisions

and solve problems about their own writing



Engage students in critical conversations about

the craft of writing using peers.



Formative Assessments: Anecdotal Records, student checklist, TPRI/Tejas LEE assessment-

BOY, MOY, release TAKS assessments, A.R. Tests



Summative Assessments: TPRI/Tejas LEE assessment- EOY (3rd grade only), GRADE and

Aprenda assessment (4th grade only), STAAR Testing (3rd-5th)

EDGEWOOD ISD LITERACY FRAMEWORK 41



Part 8. Component Descriptions- Grade Level: Third-Fifth Grade



Section 2B: Instructional Reading Transition to Independent Reading: Literature Circles

Materials and Instructional Setting





Purpose: To engage and motivate students in literary discussions and reflections in collaboration

with peers to reshape and add to their understanding, leading to independent critical thinking.



Definition of Literature Circles: Student-led book discussion groups that meet regularly. Small,

temporary groups are formed based on book choice. When the circle finishes a book, the members

decide on a way to showcase their literary work for the rest of the class.



Instructional Setting: Literature Circles are traditionally conducted in a small group setting with

groups of 6 or less students. Groups are formed based on book choice (all students in group do not

have to be on the same reading level). Each person has a specific responsibility (job role) during

discussion sessions. The goal of the teacher is to act as a facilitator to the group.



Materials: For Literature Circles, teacher provides students multiple copies of the same story, poem,

article, book, or novel.

Student Behavior Teacher Behavior



Literature Circles: Literature Circles:



Follow routines and structures set forth by Provide time for each group to meet in the

teacher for Literature Circles. classroom two- three times a week.



Choose their own reading material (variety of Guide students in selecting books through book

texts and genres) with teacher guidance. talks, etc.



Read assigned pages/chapters as preparation Provide time for students to read in preparation

for meeting with the Literature Circle. for literature circle.



Meet with group on a regular basis. At various times through out the year, explain

and model for students the different roles and

Practice a variety of roles within their groups responsibilities of each member within the group.

throughout the year.

Act as a facilitator, not a group member or

Engage in discussions (sharing question, instructor.

predictions, wonderings, etc.) within the group.

Provide means for peer and self evaluations.

Respond to text or engage in after-reading

activities.

Formative Assessments: Role sheets, teacher conferencing, peer assessment, A.R. Tests



Summative Assessments: Presentation of literary work

EDGEWOOD ISD LITERACY FRAMEWORK 42



Part 8. Component Descriptions- Grade Level: Third-Fifth Grade



Section 3: Independent Reading and Writing





Materials and Instructional Setting



Purpose: To provide students opportunities to read and write independently.



Definition of Independent Reading: To provides opportunities for students to select materials of high

interest at their independent reading level, to read on their own.



Instructional Setting for Independent Reading: Children read on their own or with a partner. Teacher

provides time for independent reading on a daily basis.



Materials: Texts in a variety of genres and media on various topics of interest to the students. Texts

must be at a variety of reading levels.



Definition of Independent Writing: Allows students to write on topics and genres of their own choosing.

Independent writing may also occur in the form of written responses to reading.



Instructional Setting for Independent Writing: Occurs daily. Students have a choice of topic and genre;

these pieces may or may not be taken through the writing process.



Materials: Spirals notebooks, interactive and dialogue journals, stationary and computers as well as an

array of materials to respond in a written manner.



Student Behavior Teacher Behavior



Independent Reading: Independent Reading:



Follow routines and structures set forth by teacher Provide time on a daily basis for independent

for Independent Reading. reading.



Choose books and text based on interest and Provide and model classroom routines for

reading level (books that offer just the right independent reading, such as use of Literacy

amount of challenge). Centers, SSR (sustained silent reading).



Actively engaged in a variety of texts and genres. Establish a library center that provides high

interest reading materials in a variety of genres

Reread familiar texts. and reading levels to students in an organized and

systematic manner, (book baskets, classroom

May read with a partner or to another student, as library checkout, leveled readers, thematic

in peer reading and book clubs. collections etc).



Respond to text or engages in after-reading Throughout the year, update and maintain the

activities. classroom library collection.



Articulate reading interests, such as favorite genre Encourage and promote the love of reading by

and author. introducing new books through book talks and by

EDGEWOOD ISD LITERACY FRAMEWORK 43



making suggestions for independent reading.



Monitor independent reading of students through

discussion and questioning (Scaffolded Sustained

Silent Reading).



Explicitly instruct readers on how to choose text

that is manageable.



Allow students to reread familiar texts.



Provide suggestions and time for responding to

literature and after-reading activities.







Independent Writing:



Independent Writing: Explicitly model routines and expectations for

Independent Writing.

Follow the routines and expectations put in place

by the teacher for independent writing, such as Provide time and classroom routines to allow for

journal writing and literacy centers. daily independent writing, such as through

Literacy Centers and daily journal writing.

Write on a topic, genre (literary, personal,

expository/procedural and persuasive), or reading Provide opportunities for students to respond to

response/reflection. reading or to write on a topic or genre (literary

personal, expository, procedural and persuasive).

Practice the writing process (planning, drafting,

revising, editing, and publishing) and incorporate Conference with students on the writing process

the use of writing traits (ideas, organization, (planning, drafting, revising, editing, and

sentence fluency, word choice, voice, publishing) and incorporation of the use of writing

conventions, presentation). traits (ideas, organization, sentence fluency, word

choice, voice, conventions, presentation).

Maintain a writing folder/portfolio in which to

collect their written work. Provide students opportunities to develop a writing

folder/portfolio in which to collect their written

work.



Monitor independent writing of their students

through conferencing and finished products.



Formative Assessments Reading: running records, reading logs, interest inventories/surveys, IRIs,

journals, teacher made assessments, release TAKS Assessments, sample parts of writing process,

A.R. tests



Summative Assessments Writing: published writing products, student writing portfolio, STAAR,

GRADE/Aprenda (4th grade only), Unit Assessments

EDGEWOOD ISD LITERACY FRAMEWORK 44



Part 8. Component Descriptions- Grade Level: Third-Fifth Grade



Section 4: Word Study

Materials and Instructional Setting



Purpose: To investigate words and word parts in order to solve words.



Definition of Word Study: A process by which a student learns and uses strategies to solve words in

reading and writing.



Instructional Setting: Teachers use multiple texts and print sources to teach letter-sound relationships,

high-frequency words, spelling patterns, word meaning and vocabulary, and word structure.



Materials: Various writing surfaces and mediums, various printed texts, word walls and word games



Student Behavior Teacher Behavior



Word Study Word Study





Notice distinguishing features of print. (For Create a print rich environment in the classroom.

example: size of font, color of font, bolded vs. un-

bolded words, italicized words, heading and Draw student attention to features of print during

subheadings, etc) Shared and Guided Reading (e.g. size of font,

color of font, bolded vs. unbolded words, italicized

Recognize high frequency words. words, headings and subheadings.)

Actively manipulate word parts to build word Support student recognition of important high

knowledge. frequency words that are used in reading and

*Refer to TEKS

writing.

Utilize a variety of word solving strategies in order

Engage students in a wide variety of meaningful

to identify unknown words encountered in

purposeful reading. (For example: spelling word study activities that help them explore the

patterns, knowledge of root words, prefixes and patterns in words and build their won

suffixes, and multi-syllabic words) generalizations about the ways in which words

work. (For example: word sorting, synonyms,

Make attempts to use newly learned word patterns antonyms, idioms, compound words, parts of

during reading and writing. speech, and word parts.)

*Refer to TEKS

Select a group of words that demonstrate a

Demonstrate metacognitive awareness of word

particular spelling pattern and guide students to

solving strategies by discussing the strategies

used to identify unknown words in connected text. discover the pattern in their reading and writing.



Discuss the strategies used to spell words when Encourage and support learners’ attempts to apply

writing. word solving strategies (using multiple cuing

systems) to identify unknown words when reading

Recognize and use concept words relative to connected text.

content specific terminology. (For example:

EDGEWOOD ISD LITERACY FRAMEWORK 45



characters, setting, and plot) Give explicit attention to words and word parts

during Shared Reading and Guided Reading.

Recognize and use literary terminology.

*Note: Some of these terms may repeat across the Give students opportunities to discuss the

grade levels; however, the complexity and depth strategies used to identify unknown words when

of explanation will increase. Refer to TEKS reading connected text in order to promote

metacognitive awareness of word solving

Recognize and use academic language. (For

example: greeting, journal, and conflict) strategies.

*Refer to Strategies for Building Academic

Vocabulary Reinforce learning by providing hands on

opportunities for students to manipulate words and

Demonstrate curiosity about and interest in the letters to support and extend learning across the

meaning of new words. curriculum.



Utilize a variety of word solving strategies to Give students ample opportunities to apply their

identify meaning of words. developing knowledge of the way in which words

work by writing purposeful text.

Demonstrate use of vocabulary knowledge

through writing. Initiate conversations about interesting and

unusual words that are encountered in connected

Distinguish between connotative and denotative

meaning of words. text.



Provide explicit vocabulary instruction. (For

Maintain a personal word list of newly learned

vocabulary and spelling patterns. example: connotative/denotative meaning,

homophones, synonyms/antonyms and multiple

Uses outside resources (e.g. class word wall, meaning words.)

glossary, dictionary) to identify unknown words

and their meanings. Guide students to explore the meanings of related

sets of words.

Self-select words to learn.

Moves students beyond the definitional level of

word meaning to the usage level.



Promote vocabulary knowledge in the context of

meaningful reading and writing activities.



Maintain class word walls and engage students in

using the word wall through meaningful activities.



Formative Assessments: Pre-assessment of spelling pattern knowledge and sight words, student rough

drafts.



Summative Assessments: Post-assessment of spelling pattern knowledge and sight words, published

student work.

EDGEWOOD ISD LITERACY FRAMEWORK 46



Part 9. Component Descriptions of the Reading/Writing Workshop-Grade Level: Sixth-Eighth Grade



Section 1: Shared Reading and Writing

Materials and Instructional Setting



Purpose: To engage students in acquiring reading/writing proficiency at a high level



Definition of Shared Reading: Teacher uses public texts (trade book or real world print for example)

with an instructional focus (vocabulary and/or comprehension strategy, or for pleasure, for example).

Teacher is reading to students and interactions with text are discussion-based.



Definition of Shared Writing: Centers on a group-constructed text (public) that is generally scribed by

the teacher with student input. Generally used by teachers at the introduction of a new genre and/or

text type.



Instructional Setting: Provided within a whole or small group setting.



Materials: Texts to be used will be based on the current genre study such as short texts, poems,

primary source documents or well-chosen excerpts from longer works and includes multi-cultural

literature driven by a majority of students’ interests.

Students use interactive notebooks to maintain/organize a working portfolio of their learning

Students have access to texts by viewing teacher projected text or student copy.

Student Behavior Teacher Behavior



Shared Reading: Shared Reading:



Actively practice using the reading process Actively and explicitly model the reading process

(predicting, clarifying, questioning, summarizing, (predicting, clarifying, questioning, summarizing,

and responding/reflecting). and responding/reflecting).



Perform metacognitive strategies such as – Intentionally instruct and think aloud various

predicting, and inferring. (TEKS Figure 19) cognitive strategies.



Read fluently and expressively from a common Ask higher level questions about texts (Bloom

text. and Costa).



Participate in the inquiry of conventions and Engage students in conversation related to

vocabulary to aid comprehension. themes or content where students take multiple

turns listening and responding.

Participate in conversations about the text in

which they share observations, pose questions, Provide feedback when conversing with students

respond to questioning or to other peers’ to model listening and encourage additional

responses and provide textual evidence to comments from students.

support their thinking.

Guide students to explore new vocabulary.

Makes connections to self, text-to-text, and to

world (Fig. 19) Provide students opportunities to respond to text.



Maintain an interactive notebook. Encourage and share the love of reading by

reading with enthusiasm and prosody.

EDGEWOOD ISD LITERACY FRAMEWORK 47



Actively and explicitly models good reading

behaviors such as fluency and prosody while

reading.



Conduct inquiry of conventions during the

reading to aid comprehension and improve

writing.



Use mentor texts that match the focus of

standards to be taught



Models and maintains an interactive notebook

and how to respond in a small group, a peer, or

self.



Shared Writing: Shared Writing:

Actively participate in the various components of Demonstrate the components of the writing

the writing process (Planning, Drafting, Revising, process (Planning, Drafting, Revising, Editing,

Editing, and Publishing) through a shared writing and Publishing) at appropriate times.

piece.

Write Aloud: scribing a story that is composed of

Orally contribute to a piece of writing (literary, student input using the think aloud process.

personal, expository, procedural, and

persuasive) scribed by the teacher. Engage students in discussions about the

decisions a writer makes, the strategies and tools

Revisit the shared writing piece in order to revise he/she uses such as finding the focus, varying

or edit. length of sentences, transitions, and other

techniques.

Engage in critical conversations about text

structure, traits of good writing, sentence Engage students in composing various writing

structure, conventions, and spelling. genres. (literary texts, personal texts,

expository/procedural texts, and persuasive

Engage in inquiry of conventions and vocabulary texts)

to improve writing.

Guide students to choose the form of writing

Maintain an interactive notebook. based on its purpose.



Use mentor texts to make elements of writing

transparent in a short mini-lesson



Conduct inquiry of conventions and vocabulary to

improve writing.



Models and maintains an interactive notebook.



Formative Assessment: Oral questioning/discussions, Star testing, written record (status of the

class), student notes, reader responses, comprehensives and maintain a class writing collection.



Summative Assessment: GRADE (6th grade only) Interactive Notebooks, Unit tests with Short

Answer Response, TAKS/STAAR, TMSFA.

EDGEWOOD ISD LITERACY FRAMEWORK 48



Part 9. Component Descriptions of the Reading/Writing Workshop-Grade Level: Sixth-Eighth Grade



Section 2A: Instructional/Guided Reading and Writing

Materials and Instructional Setting



Purpose: To engage students in reading/writing at their instructional level to increase their level of

proficiency.



Definition of Instructional Reading: Using carefully selected materials based on students’ interests,

instructional reading levels, and needs teachers work with small groups on students’ skills/strategies

such as fluency, vocabulary, literary elements, and comprehension.



Definition of Instructional Writing: Teachers work with small groups or individual students on the

writing process and writing skills/strategies.



Instructional Setting: Occurs in a small group or one-on-one instructional setting.



Materials: Texts selected according to individual students’ zone of proximal development, interactive

notebooks, colored paper, pens, sticky notes, highlighters.

Student Behavior Teacher Behavior



Instructional Reading: Instructional Reading:

Read aloud from leveled texts to demonstrate Administers a diagnostic assessment to gauge

fluency (rate, accuracy, expressions, phrasing). initial reading levels of students.



Demonstrate their comprehension by Establishes flexible reading groups.

participating in discussions, answering questions,

and completing a reader/writer response journal. Models and engages students in the reading

process.

Monitor their understanding of the text through

questioning, adjusting their reading rate, and re- Provides explicit instruction of various reading

reading when necessary strategies such as summarization, determining

main idea, and drawing conclusions

Practice the reading process (Predicting,

clarifying, questioning, summarizing, and Records observations as anecdotal notes while

responding/reflecting) student reads text independently.



Identify and discuss the strategies they are using Connects reading to writing, speaking, and

to understand the text (for example, activating listening.

prior knowledge, creating sensory images, asking

relevant questions, making inferences, analyzing,

monitoring, adjusting, making connections and

reflecting. *See TEKS Figure 19



Instructional Writing: Instructional Writing:



Write daily for a variety of purposes (poems, Provide displays that encourage a productive

letters, essays etc.) classroom environment for writing (i.e. rubrics,

word walls, charts, posters, and student work).

Writes purposefully and for specific audiences.

EDGEWOOD ISD LITERACY FRAMEWORK 49



Practice the writing process (Planning, Drafting, Demonstrates and guides the writing process

Revising, Editing, and Publishing) to produce (Planning, Drafting, Revising, Editing, and

their writing pieces. Publishing) of individual students.



Conference with the teacher or other students to Provide opportunities for students to write in

revise and edit their work or develop new ideas different genres, for various purposes and

for a topic to write on. audiences.



Use these pieces as models during their Model and prompt students to make decisions

independent writing time. and solve problems about their own writing.



Engage in critical conversations about the craft of Conference with small groups or pairs of

writing using peer writing and published authors students to revise and edit and conducts mini-

as mentors. lessons on conventions and the craft of writing.



Conduct critical conversations about the craft of

writing using peers/published authors as

mentors.

Formative Assessment: Reader responses and teacher notes on students reading fluency and

comprehension. Teacher review of interactive notebook, projects or products. Writing portfolios

containing students’ work illustrating the different aspects of the writing process.



Summative Assessment: Unit tests, comprehensive exams, A.R. quizzes and TMSFA. Published

pieces of student writing maintained in a portfolio.

EDGEWOOD ISD LITERACY FRAMEWORK 50



Part 9. Component Descriptions- Grade Level: Sixth-Eighth Grade



Section 2B: Instructional Reading Transition to Independent Reading: Literature Circles



Materials and Instructional Setting





Purpose: To engage and motivate students in literary discussions and reflections in collaboration

with peers to reshape and add to their understanding, leading to independent critical thinking.



Definition of Literature Circles: Student-led book discussion groups that meet regularly. Small,

temporary groups are formed based on book choice. When the circle finishes a book, the members

decide on a way to showcase their literary work for the rest of the class.



Instructional Setting: Literature Circles are traditionally conducted in a small group setting with

groups of 6 or less students. Groups are formed based on book choice (all students in group do not

have to be on the same reading level). Each person has a specific responsibility (job role) during

discussion sessions. The goal of the teacher is to act as a facilitator to the group.



Materials: For Literature Circles, teacher provides students multiple copies of the same story, poem,

article, book, or novel.

Student Behavior Teacher Behavior



Literature Circles: Literature Circles:



Follow routines and structures set forth by Provide time for each group to meet

teacher for Literature Circles. independently in the classroom two- three times

a week.

Choose their own reading material based on the

current genre study. Guide students in how to choose a just right book

through book talks.

Read assigned pages/chapters as preparation

for meeting with the Literature Circle. Provide time for students to read in preparation

for literature circle.

Meet with group on a regular basis.

At various times through out the year, explain

Practice a variety of roles within their groups and model for students the different roles and

throughout the year. responsibilities of each member within the group.



Engage in discussions (sharing question, Act as a facilitator, not a group member or

predictions, wonderings, etc.) within the group. instructor.



Respond to text or engage in after-reading Provide means for peer and self evaluations.

activities.

Formative Assessments: Role sheets, teacher conferencing, peer assessment



Summative Assessments: Presentation of literary work

EDGEWOOD ISD LITERACY FRAMEWORK 51



Part 9. Component Descriptions of the Reading/Writing Workshop-Grade Level: Sixth-Eighth Grade



Section 3: Independent Reading and Writing

Materials and Instructional Setting



Purpose: To provide students opportunities to read and write independently.



Definition of Independent Reading: To provide a wide variety of motivating (high interest) texts at their

independent reading level to read for pleasure.



Definition of Independent Writing: Allow students to write on topics and genres of their own choosing.

Independent writing may also occur in the written response to reading.



Instructional Setting: Independent Reading and Writing is conducted in peer groups and individually.



Materials: Provide books at various reading levels, various genres and on various topics of interest,

interactive notebooks, journals, sticky notes, highlighters, pens, etc.

Student Behavior Teacher Behavior



Independent Reading: Independent Reading:

Follow routines and structures set forth by teacher Provide time on a daily basis for independent

for Independent Reading. reading.



Choose books and text based on interest and Provide and model classroom routines for

reading level. (ZPD) independent reading, such as use of Literacy

Centers, SSR (sustained silent reading).

Actively engaged in a variety of texts and genres.

Establish a library center that provides high

Reread familiar texts to gain new meaning and interest reading materials in a variety of genres

deepen comprehension. and reading levels to students in an organized and

systematic manner, (book baskets, classroom

May read with a partner or to another student, as library checkout, leveled readers, thematic

in peer reading and literature. collections etc).



Respond to text or engage in after-reading Throughout the year, update and maintain the

activities. classroom library collection.



Articulate reading interests, such as favorite genre Encourage and promote the love of reading by

and author. introducing new books through book talks and by

making suggestions for independent reading.

Engage in classroom routines for independent

reading such as use of literacy centers and SSR. Monitors independent reading of students through

discussion and questioning (Scaffolded Sustained

Silent Reading).



Explicitly instruct readers on how to choose text

that is manageable.



Allow students to reread familiar texts.

EDGEWOOD ISD LITERACY FRAMEWORK 52



Provide suggestions and time for responding to

literature and after-reading activities.





Independent Writing: Independent Writing:



Follow the routines and expectations put in place Provide an environment that is print rich.

by the teacher for independent writing such as

literacy stations and journal writing. Explicitly model routines and expectations for

Independent Writing.

Write on a topic of their choice within the genre of

study (personal, expository, procedural and Provide time and classroom routines to allow for

persuasive). daily independent writing through literacy stations

and daily journal writing.

Practice the writing process (planning, drafting,

revising, editing, and publishing) and incorporate Provide opportunities for students to write on a

what has been taught in the shared writing or topic of their choice within the genre of study.

writing groups or pairs such as finding the focus,

varying length of sentences, transitions, and other Conference with students on the writing process

revision techniques (planning, drafting, revising, editing, and

publishing) applying what has been taught in the

Maintain a writing folder/portfolio in which to shared writing or writing groups or pairs such as

collect their written work. finding the focus, varying length of sentences,

transitions, and other revision techniques.



Provide students opportunities to develop a writing

folder/portfolio in which to collect their written

work.



Monitor independent writing of their students

through conferencing and finished products.



Provide students opportunities to conference with

their peers regarding their writing pieces.



Provide students opportunities to ―publish‖ their

work in various ways such as posting it in public

areas of the school, entering writing contests, read

it aloud to others, and in a student anthology.



Formative Assessments: Interest reading inventories, Interactive Notebooks, student journal entries,

and student samples of parts of the writing process, student writing products.



Summative Assessments: Unit tests, comprehensive exams, A.R. quizzes, TMSFA, and published and

posted pieces of student writing to be maintained in a portfolio.

EDGEWOOD ISD LITERACY FRAMEWORK 53



Part 9. Component Descriptions of the Reading/Writing Workshop-Grade Level: Sixth-Eighth Grade



Section 4: Word Study

Materials and Instructional Setting



Purpose: Opportunities for students to investigate and study patterns of words.



Definition of Word Study: Uses familiar concepts to give students opportunities to explore word

origins, orthographic patterns, sight words, foreign words used in English, and the appropriate use of

tools and resources.



Instructional Setting: Occurs in a variety of settings including whole group, small group, or individual.



Materials: Various writing surfaces and mediums, various printed texts, word walls and word games

Student Behavior Teacher Behavior



Word Study Word Study



Notice distinguishing features of print. (For Create a print rich environment in the classroom.

example: media literacy, hypertext, and format.)

Draw student attention to distinguishing features

Recognize high frequency words. of print and also connect to media literacy.



Actively manipulate word parts to build word Support student recognition of important high

knowledge. (Study meaning of Latin and Greek frequency words that are used in reading and

root word origins.) *Refer to TEKS writing.

Utilize a variety of word solving strategies in Engage students in a wide variety of meaningful

order to identify unknown words encountered in word study activities that help them explore the

purposeful reading. (For example: spelling

patterns, knowledge of root words, prefixes and patterns in words and build their won

suffixes, and multi-syllabic words) generalizations about the ways in which words

work. (For example: word sorts, analogies, and

Make attempts to use newly learned word word ladders, etc.)

patterns during reading and writing.

*Refer to TEKS Select a group of words that demonstrate a

particular spelling pattern and guide students to

Recognize and use concept words relative to discover the pattern in their reading and writing.

content specific terminology. (For example:

characters, setting, and plot) Encourage and support learners’ attempts to

apply word-solving strategies to identify unknown

Recognize and use literary terminology.

words when reading connected text.

*Note: Some of these terms may repeat across

the grade levels; however, the complexity and

Initiate conversations about interesting and

depth of explanation will increase. Refer to TEKS

unusual words that are encountered in

Recognize and use academic language. (For connected text.

example: greeting, journal, and conflict)

*Refer to Strategies for Building Academic Provide explicit vocabulary instruction. (For

Vocabulary example: word parts and Latin and Greek root

EDGEWOOD ISD LITERACY FRAMEWORK 54



word origins and word meaning through

Demonstrate curiosity about and interest in the examination of connotative/denotative meaning,

meaning of new words. homophones, multiple meaning words, cognates,

and synonyms/antonyms.)

Determine meaning of unfamiliar words by

analyzing word structure and use of words in Guide students to explore the meanings of

context.

related sets of words.

Demonstrate use of vocabulary knowledge

Moves students beyond the definitional level of

through writing.

word meaning to the usage level.

Distinguish between connotative and denotative

meaning of words. Promote vocabulary knowledge in the context of

meaningful reading and writing activities.

Maintain a vocabulary notebook.

Maintain class word walls and engage students

Uses outside resources (e.g. class word wall, in using the word wall through meaningful

glossary, dictionary) to identify unknown words activities.

and their meanings.



Self-select words to learn.



Formative Assessment: Pre-assessment of high frequency words, vocabulary notebook,

comprehensive exams, and rough drafts.



Summative Assessment: Post-assessment of high frequency words, unit tests, and published pieces

of student writing maintained in a portfolio.

EDGEWOOD ISD LITERACY FRAMEWORK 55







Vertical Alignment Document Shared Reading—Student Behavior



Kinder 1st -2nd 3rd -5th 6th -8th



Participate in the reading Participate in the reading process Actively practice using the Actively practice using the

process (predicting, clarifying, (predicting, clarifying, reading process (predicting, reading process (predicting,

questioning, retelling, questioning, retelling in logical clarifying, questioning, clarifying, questioning,

responding). order, responding). summarizing, and summarizing, and

responding/reflecting). responding/reflecting).





Use metacognitive strategies Use metacognitive strategies Use metacognitive strategies Perform metacognitive

such as — predicting, and such as — predicting, and such as — predicting, and strategies such as —

inferring. (Figure 19) inferring. (Figure 19) inferring. (Figure 19) predicting, and inferring.

(Figure 19)





Demonstrate automaticity in Read fluently and expressively Read fluently and expressively Read fluently and

identifying high frequency from a common text. from a common text. expressively from a common

words. text.



Discuss and use the meaning Discuss and use the meaning of Participate in discussions about Participate in the inquiry of

of new vocabulary to aid new vocabulary to aid grammar, phrasing, punctuation, conventions and vocabulary

comprehension. comprehension. word meaning, etc. during the to aid comprehension.

reading to aid comprehension.



Participate in conversations Participate in conversations Participate in conversations Participate in conversations

about the text in which they about the text in which they about the text in which they about the text in which they

share observations, pose share observations, pose share observations, pose share observations, pose

questions, respond to questions, respond to questions, respond to questions, respond to

questioning or peer questioning or peer responses questioning or peer responses questioning or peer

responses and provide and provide textual evidence to and provide textual evidence to responses and provide

evidence to support their support their thinking. support their thinking. textual evidence to support

thinking. their thinking.

EDGEWOOD ISD LITERACY FRAMEWORK 56



Points to a letter, word and/or

tracks print.



Make connections to self, Make connections to self, text-to- Make connections to self, text- Make connections to self,

text-to-text, and to world. text, and to world. (TEKS Fig. 19) to-text, and to world. (TEKS Fig. text-to-text, and to world.

(TEKS Fig. 19) 19) (TEKS Fig. 19)



Maintain an interactive

notebook.

EDGEWOOD ISD LITERACY FRAMEWORK 57





Vertical Alignment Document Shared Reading—Teacher Behavior





Kinder 1st -2nd 3rd -5th 6th -8th



Actively and explicitly Actively and explicitly Actively and explicitly model Actively and explicitly model

model the reading process model the reading process the reading process the reading process

(predicting, clarifying, (predicting, clarifying, (predicting, clarifying, (predicting, clarifying,

questioning, summarizing, questioning, summarizing, questioning, summarizing, questioning, summarizing,

and responding/reflecting). and responding/reflecting). and responding/reflecting). and responding/reflecting).







Intentionally instruct and Intentionally instruct and Intentionally instruct and Intentionally instruct and

think aloud various think aloud various think aloud various cognitive think aloud various cognitive

cognitive strategies (What cognitive strategies (What strategies (What is it? When strategies (What is it? When

is it? When to use it? Why is it? When to use it? Why to use it? Why we use it?) to use it? Why we use it?)

we use it?) How to use it?) we use it?) How to use it?) How to use it?) to deepen How to use it?) to deepen

to deepen student to deepen student student comprehension. student comprehension.

comprehension. comprehension.



Ask children who, what, Pose literal, interpretative Pose literal, interpretative Ask higher level questions

where and why questions to and critical questions about and critical questions about about texts (Bloom and

engage children in the read key text elements. key text elements. Costa).

EDGEWOOD ISD LITERACY FRAMEWORK 58



aloud experience.



Engage students in Engage students in Engage students in Engage students in

conversation related to conversation related to conversation related to conversation related to

themes or content where themes or content where themes or content where themes or content where

students take multiple turns students take multiple turns students take multiple turns students take multiple turns

listening and responding. listening and responding. listening and responding. listening and responding.



Provide feedback when Provide feedback when Provide feedback when Provide feedback when

conversing with students to conversing with students to conversing with students to conversing with students to

model listening and model listening and model listening and model listening and

encourage additional encourage additional encourage additional encourage additional

comments from students. comments from students. comments from students. comments from students.



Guide students to explore Guide students to explore Guide students to explore Guide students to explore

new vocabulary. new vocabulary. new vocabulary. new vocabulary.







Provide students Provide students Provide students Provide students

opportunities to respond to opportunities to respond to opportunities to respond to opportunities to respond to

text. (construct a story map, text. (construct a story map, text. (construct a story map, text. (construct a story map,

writing in a journal, etc.) writing in a journal, etc.) writing in a journal, etc.) writing in a journal, etc.)







Encourage and share the Encourage and share the Encourage and share the Encourage and share the

love of reading by reading love of reading by reading love of reading by reading love of reading by reading

with enthusiasm and with enthusiasm and with enthusiasm, prosody with prosody.

fluency. fluency. and fluency.



Focus on basic conventions Focus on text font, Focus on grammar, Conduct inquiry of

to aid students in grammar, phrasing, phrasing, punctuation, etc. conventions during the

comprehension. punctuation, etc. during the during the reading to aid reading to aid students’

EDGEWOOD ISD LITERACY FRAMEWORK 59



reading to aid students’ students’ comprehension. comprehension and improve

comprehension. writing.



Engage students in reading Engage students in reading Engage students in reading

along/reading aloud (echo along/reading aloud (echo along/reading aloud (echo

reading). reading, choral reading, reading, choral reading, and

and readers’ theatre). readers’ theatre).

EDGEWOOD ISD LITERACY FRAMEWORK 60





Vertical Alignment Document Shared Writing—Student Behavior





Kinder 1st -2nd 3rd -5th 6th -8th



Participate and contribute to Actively participate in the Actively participate in the Actively participate in the

the writing process with adult various components of the various components of the various components of the

assistance. writing process (Planning, writing process (Planning, writing process (Planning,

Drafting, Revising, Editing, Drafting, Revising, Editing, Drafting, Revising, Editing,

and Publishing) through a and Publishing) through a and Publishing) through a

shared writing piece. shared writing piece. shared writing piece.



Create unique sentences Orally contribute to a piece Orally contribute to a piece Orally contribute to a piece

that describe, entertain, or of writing (literary, personal, of writing (literary, personal, of writing (literary, personal,

rhyme. expository, procedural, and expository, procedural, and expository, procedural, and

persuasive) scribed by the persuasive) scribed by the persuasive) scribed by the

teacher. teacher. teacher.



Demonstrate correct use of Revisit the shared writing Revisit the shared writing Revisit the shared writing

different parts of speech. piece in order to revise or piece in order to revise or piece in order to revise or

edit. edit. edit.



Engage in critical Engage in critical Engage in critical

conversations about text conversations about text conversations about text

structure, traits of good structure, traits of good structure, traits of good

writing, sentence structure, writing, sentence structure, writing, sentence structure,

conventions, and spelling. conventions, and spelling. conventions, and spelling.



Engage in inquiry of Engage in inquiry of Engage in inquiry of Engage in inquiry of

conventions and vocabulary conventions and vocabulary conventions and vocabulary conventions and vocabulary

to improve writing. to improve writing. to improve writing. to improve writing.

EDGEWOOD ISD LITERACY FRAMEWORK 61



Maintain an interactive

notebook.

EDGEWOOD ISD LITERACY FRAMEWORK 62



Vertical Alignment Document Shared Writing—Teacher Behavior



Kinder 1st -2nd 3rd -5th 6th -8th



Demonstrate the Demonstrate the Demonstrate the Demonstrate the

components of the writing components of the writing components of the writing components of the writing

process (Planning, Drafting, process (Planning, Drafting, process (Planning, Drafting, process (Planning, Drafting,

Revising, Editing, and Revising, Editing, and Revising, Editing, and Revising, Editing, and

Publishing) at appropriate Publishing) at appropriate Publishing) at appropriate Publishing) at appropriate

times. times. times. times.



Scribe a story that is Scribe a story that is Scribe a story that is Scribe a story that is

composed of student input composed of student input composed of student input composed of student input

using the process of think using the process of think using the process of think using the process of think

aloud. aloud. aloud. aloud.



Engage students in Engage students in focusing Engage students in focusing Engage students in

Language Experience on text structure, traits of on text structure, traits of discussions about the

Approach while writing, good writing, sentence good writing, sentence decisions a writer makes, the

including explaining why structure, conventions, and structure, conventions, and strategies and tools he/she

the teacher is writing, how spelling as he/she is scribing spelling as he/she is scribing uses such as finding the

the teacher thinks about what the students are saying. what the students are focus, varying length of

what to write, and the saying. sentences, transitions, and

conventions that the other revision techniques.

teacher is using as he/she

writes.

EDGEWOOD ISD LITERACY FRAMEWORK 63



Engage students in Engage students in Engage students in Engage students in

composing various writing composing various writing composing various writing composing various writing

genres. (literary texts, genres. (literary texts, genres. (literary texts, genres. (literary texts,

personal texts, personal texts, personal texts, personal texts,

expository/procedural texts, expository/procedural texts, expository/procedural texts, expository/procedural texts,

and persuasive texts) and persuasive texts) and persuasive texts) and persuasive texts)



Encourage students to Guide students to choose the Guide students to choose Guide students to choose

connect meaning to the form of a writing piece based the form of a writing piece the form of a writing piece

writing. on its purpose. based on its purpose. based on its purpose.



Prompt students to tell or Prompt students to tell or Prompt students to tell or

retell stories with a retell stories with a retell stories with elaboration

beginning, middle and end beginning, middle and end and detail.

when taking dictation. when taking dictation.



Makes shared writing piece Make shared writing piece Make shared writing piece Make shared writing piece

available for subsequent available for subsequent available for subsequent available for subsequent

student use. student use. student use. student use.



Use mentor texts to Use mentor texts to develop Use mentor texts to develop Use mentor texts to develop

develop the elements of the elements of writing in a the elements of writing in a the elements of writing in a

writing in a short mini- short mini-lesson. short mini-lesson. short mini-lesson.

lesson.



Conduct inquiry of Conduct inquiry of Conduct inquiry of Conduct inquiry of

conventions and vocabulary conventions and vocabulary conventions and vocabulary conventions and vocabulary

to improve writing. to improve writing. to improve writing. to improve writing.



Model and maintain an

interactive notebook.

EDGEWOOD ISD LITERACY FRAMEWORK 64



Vertical Alignment Document Instructional/Guided Reading—Student Behavior







Kinder 1st -2nd 3rd -5th 6th -8th



Demonstrate knowledge of Read aloud from leveled texts Read aloud from leveled texts Read aloud from leveled texts

relationship between letters and to demonstrate fluency (rate, to demonstrate fluency (rate, to demonstrate fluency (rate,

sounds by decoding unknown accuracy, expressions, accuracy, expressions, accuracy, expressions,

words. phrasing). phrasing). phrasing).



Answer questions with pictorial Answer questions with text Answer questions with text Demonstrate their

support. support during instruction to support during instruction to comprehension by participating

demonstrate comprehension. demonstrate comprehension. in discussions, answering

questions, and completing a

reader/writer response journal.



Identify sight words. Ask relevant questions and Ask relevant questions and Monitor their understanding of

seek clarification to develop seek clarification to develop the text through questioning,

deeper levels of deeper levels of understanding. adjusting their reading rate, and

understanding. rereading when necessary.



Practice the reading process Practice the reading process Practice the reading process Practice the reading process

(predicting, clarifying, (predicting, clarifying, (predicting, clarifying, (predicting, clarifying,

questioning, summarizing, and questioning, summarizing, and questioning, summarizing, and questioning, summarizing, and

responding/reflecting). responding/reflecting). responding/reflecting). responding/reflecting).



Identify and discuss the strategies Identify and discuss the strategies Identify and discuss the strategies Identify and discuss the strategies

they are using to understand the text they are using to understand the they are using to understand the they are using to understand the

(for example, activating prior text (for example, activating prior text (for example, activating prior text (for example, activating prior

knowledge, creating sensory images, knowledge, creating sensory knowledge, creating sensory knowledge, creating sensory

asking relevant questions, making images, asking relevant images, asking relevant questions, images, asking relevant questions,

inferences, analyzing, monitoring, questions, making inferences, making inferences, analyzing, making inferences, analyzing,

adjusting, making connections and analyzing, monitoring, adjusting, monitoring, adjusting, making monitoring, adjusting, making

reflecting. *See TEKS Figure 19 making connections and connections and reflecting. *See connections and reflecting. *See

reflecting. *See TEKS Figure 19 TEKS Figure 19 TEKS Figure 19

EDGEWOOD ISD LITERACY FRAMEWORK 65





Vertical Alignment Document Instructional /Guided Reading—Teacher Behavior





Kinder 1st -2nd 3rd -5th 6th -8th



Administer a diagnostic Administer a diagnostic Administer a diagnostic Administer a diagnostic

assessment to gauge initial assessment to gauge initial assessment to gauge initial assessment to gauge initial

reading levels of students. reading levels of students. reading levels of students. reading levels of students.



Establish flexible reading Establish flexible reading Establish flexible reading Establish flexible reading

groups according to reading groups according to reading groups according to reading groups.

inventory. inventory. inventory.



Provide opportunities to Model and engage students Model and engage students Model and engage students

participate in literacy activities in the reading process in the reading process in the reading process

that are guided. (Predicting, clarifying, (Predicting, clarifying, (Predicting, clarifying,

questioning, summarizing, questioning, summarizing, questioning, summarizing,

and responding/reflecting). and responding/reflecting). and responding/reflecting).



Provide opportunities to Provide explicit instruction to Provide explicit instruction to Provide explicit instruction of

practice making letter sound teach reading skills such as teach reading skills such as various reading strategies

connections with names and decoding and reading decoding and reading such as summarization,

other targeted words. strategies such as strategies such as determining main idea, and

determining main idea. determining main idea. drawing conclusions



Record observations of Record observations as Record observations as Record observations as

students’ reading behavior. anecdotal notes while anecdotal notes while anecdotal notes while

student reads text student reads text student reads text

independently. independently. independently.



Connect reading to writing, Connect reading to writing, Connect reading to writing, Connect reading to writing,

speaking, and listening. speaking, and listening. speaking, and listening. speaking, and listening.

EDGEWOOD ISD LITERACY FRAMEWORK 66





Vertical Alignment Document Instructional /Guided Writing—Student Behavior



Kinder 1st -2nd 3rd -5th 6th -8th



Write daily for a variety of Write daily for a variety of Write daily for a variety of Write daily for a variety of

purposes (poems, letters, purposes (poems, letters, purposes (poems, letters, lists, purposes (poems, letters, lists,

lists, etc.). lists, paragraphs, etc.). compositions, etc.). essays, etc.).



Dictate or write sentences Write purposefully and for Write purposefully and for Write purposefully and for

that enhance group’s specific audiences. specific audiences. specific audiences.

writing.



Participate in writing Practice the writing process Practice the writing process Practice the writing process

process. (Planning, Drafting, Revising, (Planning, Drafting, Revising, (Planning, Drafting, Revising,

Editing, and Publishing) to Editing, and Publishing) to Editing, and Publishing) to

produce their writing pieces. produce their writing pieces. produce their writing pieces.



Conference with the teacher Conference with the teacher or Conference with the teacher or

or other students to revise other students to revise and other students to revise and

and edit their work. edit their work. edit their work or develop new

ideas for a topic to write on.



Use these pieces as Use these pieces as models Use these pieces as models Use these pieces as models

models during their during their independent during their independent during their independent writing

independent writing time. writing time. writing time. time.



Demonstrate knowledge of Demonstrate knowledge of

letter and word spacing. letter and word spacing.

EDGEWOOD ISD LITERACY FRAMEWORK 67



Increase his/her ability to

write words and use

punctuation.



Engage in critical Engage in critical Engage in critical conversations

conversations about the craft conversations about the craft about the craft of writing using

of writing using peer writing of writing using peer writing peer writing and published

and published authors works and published authors works authors works as mentor pieces

as mentor pieces or as mentor pieces or examples. or examples.

examples.



Writing products are Writing products are Writing products are published Writing products are published

published in presentable published in presentable print in presentable print (with in presentable print (with proper

print (with proper word (with proper word spacing, proper word spacing, letter word spacing, letter formation,

spacing, etc.) such as word letter formation, etc.) such as formation, etc.) such as word etc.) such as word processed

processed documents. word processed documents. processed documents. documents.

EDGEWOOD ISD LITERACY FRAMEWORK 68





Vertical Alignment Document Instructional /Guided Writing—Teacher Behavior





Kinder 1st -2nd 3rd -5th 6th -8th



Provide displays that Provide displays that Provide displays that Provide displays that

encourage a productive encourage a productive encourage a productive encourage a productive

classroom environment for classroom environment for classroom environment for classroom environment for

writing (i.e. rubrics, word writing (i.e. rubrics, word walls, writing (i.e. rubrics, word walls, writing (i.e. rubrics, word

walls, charts, posters, and charts, posters, and student charts, posters, and student walls, charts, posters, and

student work). work). work). student work).







Demonstrate and guide the Demonstrate and guide the Demonstrate and guide the Demonstrate and guide the

writing process (Planning, writing process (Planning, writing process (Planning, writing process (Planning,

Drafting, Revising, Editing, Drafting, Revising, Editing, and Drafting, Revising, Editing, and Drafting, Revising, Editing, and

and Publishing) of individual Publishing) of individual Publishing) of individual Publishing) of individual

students. students. students. students.









Provide students with Provide opportunities for Provide opportunities for Provide opportunities for

scaffolded opportunities to students to respond in written students to respond in written students to respond in written

use oral conversation about form to text, to write in different form to text, to write in different form to text, to write in different

a topic as direct support for genres and to write for various genres and to write for various genres and to write for various

their own writing. purposes and audiences. purposes and audiences. purposes and audiences.

EDGEWOOD ISD LITERACY FRAMEWORK 69



Model the think-aloud Model and prompt students to Model and prompt students to Model and prompt students to

process so that students make decisions and solve make decisions and solve make decisions and solve

understand the problems about their own problems about their own problems about their own

metacognitive strategies of writing. writing. writing.

writing.



Conference with small groups Conference with small groups Conference with small groups

or pairs of students to revise or pairs of students to revise or pairs of students to revise

and edit writing pieces and and edit writing pieces and and edit writing pieces and

conduct mini-lessons on conduct mini-lessons on conduct mini-lessons on

conventions and the craft of conventions and the craft of conventions and the craft of

writing. writing. writing.



Engage students in critical Engage students in critical Engage students in critical

conversations about the craft conversations about the craft of conversations about the craft

of writing using peer writing writing using peer writing and of writing using peer writing

and published authors works published authors works as and published authors works

as mentor pieces or examples. mentor pieces or examples. as mentor pieces or

examples.



Model correct formation of Model correct formation of

letters including spacing letters including spacing

between words and between words and

punctuation. punctuation.

EDGEWOOD ISD LITERACY FRAMEWORK 70





Vertical Alignment Document Independent Reading—Student Behavior







Kinder 1st -2nd 3rd -5th 6th -8th



Follow routines and Follow routines and Follow routines and Follow routines and

structures set forth by structures set forth by structures set forth by structures set forth by

teacher for Independent teacher for Independent teacher for Independent teacher for Independent

Reading. Reading. Reading. Reading.







Choose books and text Choose books and text Choose books and text Choose books and text

based on interest or based on interest and based on interest and based on interest and

themes. reading level (ZPD). reading level (ZPD). reading level (ZPD).



Actively engaged in a Actively engaged in a Actively engaged in a variety Actively engaged in a variety

variety of texts and genres. variety of texts and genres. of texts and genres. of texts and genres.



Reread familiar texts such Reread familiar texts to Reread familiar texts to gain Reread familiar texts to gain

as those read during gain new meaning or new meaning or deepen new meaning or deepen

teacher read alouds. deepen comprehension. comprehension. comprehension.



Read emergently or

conventionally.



May read independently, May read independently, May read independently, May read independently,

with a partner or to another with a partner or to another with a partner, or to another with a partner, or to another

student, as in buddy student, as in buddy student, as in peer reading student, as in peer reading

reading. reading. and book clubs. and book clubs.

EDGEWOOD ISD LITERACY FRAMEWORK 71



Respond to text or engage Respond to text or engage Respond to text or engage Respond to text or engage in

in after-reading activities. in after-reading activities. in after-reading activities. after-reading activities.



Articulate reading interests, Articulate reading interests, Articulate reading interests, Articulate reading interests,

such as favorite genre and such as favorite genre and such as favorite genre and such as favorite genre and

author. author. author. author.



Engage in classroom Engage in classroom Engage in classroom Engage in classroom

routines for independent routines for independent routines for independent routines for independent

reading such as use lot reading such as use lot reading such as use lot reading such as use lot

literacy centers, literacy literacy centers, literacy literacy centers, literacy literacy centers, literacy

stations, and SSR. stations, and SSR. stations, and SSR. stations, and SSR.

EDGEWOOD ISD LITERACY FRAMEWORK 72





Vertical Alignment Document Independent Reading—Teacher Behavior



Kinder 1st -2nd 3rd -5th 6th -8th



Provide time on a daily Provide time on a daily Provide time on a daily basis Provide time on a daily basis

basis for independent basis for independent for independent reading. for independent reading.

reading. reading.



Provide and model Provide and model Provide and model Provide and model

classroom routines for classroom routines for classroom routines for classroom routines for

independent reading, such independent reading, such independent reading, such independent reading, such

as use of Literacy Centers, as use of Literacy Centers, as use of Literacy Centers, as use of Literacy Centers,

SSR (sustained silent SSR (sustained silent SSR (sustained silent SSR (sustained silent

reading). reading). reading). reading).



Establish a library center Establish a library center Establish a library center Establish a library center that

that provides high interest that provides high interest that provides high interest provides high interest

reading materials in a reading materials in a reading materials in a reading materials in a variety

variety of genres and variety of genres and variety of genres and of genres and reading levels

reading levels to students in reading levels to students in reading levels to students in to students in an organized

an organized and an organized and an organized and systematic and systematic manner

systematic manner (book systematic manner (book manner (book baskets, (book baskets, classroom

baskets, classroom library baskets, classroom library classroom library checkout, library checkout, leveled

checkout, leveled readers, checkout, leveled readers, leveled readers, thematic readers, thematic collections

thematic collections etc). thematic collections etc). collections etc). etc).



Throughout the year, Throughout the year, Throughout the year, update Throughout the year, update

update and maintain the update and maintain the and maintain the classroom and maintain the classroom

classroom library collection. classroom library collection. library collection. library collection.



Encourage and promote the Encourage and promote the Encourage and promote the Encourage and promote the

love of reading by love of reading by love of reading by love of reading by

EDGEWOOD ISD LITERACY FRAMEWORK 73



introducing new books introducing new books introducing new books introducing new books

through book talks and by through book talks and by through book talks and by through book talks and by

making suggestions for making suggestions for making suggestions for making suggestions for

independent reading. independent reading. independent reading. independent reading.



Monitor independent Monitor independent Monitor independent reading Monitor independent reading

reading of students through reading of students through of students through of students through

discussion and questioning. discussion and questioning. discussion and questioning. discussion and questioning.

(Scaffolded Sustained (Scaffolded Sustained (Scaffolded Sustained Silent (Scaffolded Sustained Silent

Silent Reading). Silent Reading). Reading). Reading).



Explicitly instruct readers Explicitly instruct readers on Explicitly instruct readers on

on how to choose text that how to choose text that is how to choose text that is

is manageable. manageable. manageable.



Encourage students to Allow students to reread Allow students to reread Allow students to reread

reread familiar texts. familiar texts. familiar texts. familiar texts.



Provide opportunities and Provide opportunities and Provide opportunities and Provide opportunities and

time for responding to time for responding to time for responding to time for responding to

literature and after-reading literature and after-reading literature and after-reading literature and after-reading

activities. activities. activities. activities.

EDGEWOOD ISD LITERACY FRAMEWORK 74



Vertical Alignment Document Independent Writing—Student Behavior





Kinder 1st -2nd 3rd -5th 6th -8th



Follow the routines and Follow the routines and Follow the routines and Follow the routines and

expectations put in place by the expectations put in place by expectations put in place by expectations put in place by

teacher for independent writing, the teacher for independent the teacher for independent the teacher for independent

such as journal writing and writing, such as journal writing, such as journal writing.

literacy centers. writing and literacy centers. writing and literacy centers.



Write on a topic, genre (literary, Write on a topic, genre Write on a topic, genre Write on a topic of their

expository/procedural), or (literary, personal, (literary personal, choice within the genre of

reading response/reflection. expository/ procedural and expository, procedural and study (literary personal,

persuasive {2nd only}), or persuasive), or reading expository, procedural and

reading response/reflection. response/reflection. persuasive).



Practice the writing process Practice the writing process Practice the writing process Practice the writing process

(planning, drafting, revising, (planning, drafting, revising, (planning, drafting, revising, (planning, drafting, revising,

editing, and publishing) and editing, and publishing) and editing, and publishing) and editing, and publishing) and

incorporate the use of writing incorporate the use of incorporate the use of incorporate what has been

traits (ideas, organization, writing traits (ideas, writing traits (ideas, taught in the shared writing

sentence fluency, word choice, organization, sentence organization, sentence or writing groups or pairs

voice, conventions, fluency, word choice, voice, fluency, word choice, voice, such as finding the focus,

presentation). conventions, presentation). conventions, presentation). varying length of sentences,

transitions, and other

EDGEWOOD ISD LITERACY FRAMEWORK 75



revision techniques



Maintain a writing Maintain a writing Maintain a writing Maintain a writing

folder/portfolio in which to folder/portfolio in which to folder/portfolio in which to folder/portfolio in which to

collect their written work. collect their written work. collect their written work. collect their written work.



Write using appropriate letter Write using appropriate Write in cursive with

formation using lined and letter formation using lined appropriate spacing.

unlined paper. and unlined paper.

EDGEWOOD ISD LITERACY FRAMEWORK 76





Vertical Alignment Document Independent Writing—Teacher Behavior





Kinder 1st -2nd 3rd -5th 6th -8th



Provides an environment Provides an environment Provides an environment Provides an environment

that is text rich. that is text rich. that is text rich. that is text rich.



Explicitly model routines Explicitly model routines Explicitly model routines and Explicitly model routines and

and expectations for and expectations for expectations for expectations for Independent

Independent Writing. Independent Writing. Independent Writing. Writing.



Encourage student to write Encourage student to write Provide time and classroom Provide time and classroom

and provides regular and provides regular routines to allow for daily routines to allow for daily

opportunities for student to opportunities for student to independent writing, such as independent writing.

write in journals. write in journals. through Literacy Centers

and daily journal writing.



Provide opportunities for Provide opportunities for Provide opportunities for Provide opportunities for

students to respond to students to respond to students to respond to students to write on a topic

reading or to write on a reading or to write on a reading or to write on a topic of their choice within the

topic or genre (literary, topic or genre (literary, or genre (literary, personal, genre of study.

personal, expository/ personal, expository/ expository/ procedural and

procedural and persuasive). procedural and persuasive). persuasive).



Connect meaning to their Connect meaning to their

drawings by asking what drawings by asking what

they have written. they have written.



Talk about and model letter Talk about and model letter

formation with many formation with many

opportunities for students to opportunities for students to

write on lined and unlined write on lined and unlined

EDGEWOOD ISD LITERACY FRAMEWORK 77



paper. paper.



Conference with students Conference with students on Conference with students on

on the writing process the writing process the writing process

(planning, drafting, revising, (planning, drafting, revising, (planning, drafting, revising,

editing, and publishing) and editing, and publishing) and editing, and publishing)

incorporation of the use of incorporation of the use of applying what has been

writing traits (ideas, writing traits (ideas, taught in the shared writing

organization, sentence organization, sentence or writing groups or pairs

fluency, word choice, voice, fluency, word choice, voice, such as finding the focus,

conventions, presentation). conventions, presentation). varying length of sentences,

transitions, and other

revision techniques.



Provide students Provide students Provide students Provide students

opportunities to develop a opportunities to develop a opportunities to develop a opportunities to develop a

writing folder/portfolio in writing folder/portfolio in writing folder/portfolio in writing folder/portfolio in

which to collect their written which to collect their written which to collect their written which to collect their written

work. work. work. work.



Monitors independent Monitor independent writing Monitor independent writing Monitor independent writing

writing of their students of their students through of their students through of their students through

through conferencing and conferencing and finished conferencing and finished conferencing and finished

finished products. products. products. products.



Provide opportunities for Provide opportunities for

students to conference with students to conference with

their peers regarding their their peers regarding their

writing pieces. writing pieces.



Provide an author’s chair to Provide an author’s chair to

encourage child to ―read‖ encourage child to read

from her journal. from her journal.

EDGEWOOD ISD LITERACY FRAMEWORK 78



Provide students Provide students Provide students Provide students

opportunities to ―publish‖ opportunities to ―publish‖ opportunities to ―publish‖ opportunities to ―publish‖

their work in various ways their work in various ways their work in various ways their work in various ways

such as posting it in public such as posting it in public such as posting it in public such as posting it in public

areas of the school, areas of the school, areas of the school, entering areas of the school, entering

entering writing contests, entering writing contests, writing contests, reading it writing contests, reading it

reading it aloud to others, reading it aloud to others, aloud to others, and aloud to others, and

and collecting it in a student and collecting it in a student collecting it in a student collecting it in a student

anthology. anthology. anthology. anthology.

EDGEWOOD ISD LITERACY FRAMEWORK 79





Vertical Alignment Document Word Study—Student Behavior



Kinder 1st-2nd 3rd-5th 6th -8th

Concept About Print

Notice environmental print and Notice distinguishing features Notice distinguishing features Notice distinguishing features

connects meaning. of print. (For example: size of of print. (For example: size of of print. (For example: media

font, color of font, bolded vs. font, color of font, bolded vs. literacy, hypertext, and format)

un-bolded words) un-bolded words, italicized

words, heading and

subheadings, etc)

Demonstrates Concepts of

Print.

Foundational Reading Skills

Demonstrate Phonemic Demonstrate Phonemic

Awareness by identifying and Awareness by identifying and

manipulating sounds within manipulating sounds within

spoken words. spoken words.

Demonstrate an emerging

understanding of word

structure (identifying syllables

through clapping)

Name the letters his/her first

name begins with.

Name at least 20 upper and at Name all the upper and lower

least 20 lower case letters. case letters.

Identify the sounds associated Apply the sounds associated

with letters. with all letters when reading

EDGEWOOD ISD LITERACY FRAMEWORK 80



and writing connected text.



Word Identification

Recognize high frequency Recognize high frequency Recognize high frequency Recognize high frequency

words. (See Appendix) words. (See Appendix) words. (See Appendix) words. (See Appendix)

Actively manipulate word parts Actively manipulate word parts Actively manipulate word parts Actively manipulate word parts

to build word knowledge. to build word knowledge. to build word knowledge to build word knowledge (Study

* Refer to TEKS * Refer to TEKS * Refer to TEKS meaning of Latin and Greek

root word origins.)

* Refer to TEKS

Utilize a variety of word solving Utilize a variety of word solving

Utilize a variety of word solving Utilize a variety of word solving

strategies in order to identify strategies in order to identify strategies in order to identify strategies in order to identify

unknown words. (For example: unknown words encountered in unknown words encountered in unknown words encountered in

use picture to identify words, purposeful reading. (For purposeful reading. (For purposeful reading. (For

make connections between example: context clues and example: spelling patterns, example: spelling patterns, and

known words and unfamiliar knowledge of sound symbol knowledge of root words, knowledge of root words,

words) relationships to identify words)prefixes and suffixes, and prefixes and suffixes, and

multi-syllabic words) multi-syllabic words)

Make attempts to use newly Make attempts to use newly Make attempts to use newly Make attempts to use newly

learned word patterns during learned word patterns during learned word patterns during learned word patterns during

reading and writing. reading and writing. reading and writing. reading and writing.

* Refer to TEKS * Refer to TEKS * Refer to TEKS * Refer to TEKS

Demonstrate metacognitive Demonstrate metacognitive

awareness of word solving awareness of word solving

strategies by discussing the strategies by discussing the

strategies they use to identify strategies they use to identify

unknown words in connected unknown words in connected

text. text.

Discuss the strategies they use Discuss the strategies they use

to spell words when writing. to spell words when writing.

Knowledge of Word Meanings

Recognize and uses concept Recognize and use concept Recognize and use concept Recognize and use concept

words relative to content words relative to content words relative to content words relative to content

specific terminology.(For specific terminology.(For specific terminology. (For specific terminology. (For

example: colors, shapes, and example: days of the week, example: characters, setting, example: protagonist,

numbers, months of the year, and and plot) antagonist, and metaphors)

seasons)

EDGEWOOD ISD LITERACY FRAMEWORK 81



Recognize and use literary Recognize and use literary Recognize and use literary Recognize and use literary

terminology. terminology. terminology. terminology.

*Note: some of these terms *Note: some of these terms *Note: some of these terms *Note: some of these terms

may repeat across the grade may repeat across the grade may repeat across the grade may repeat across the grade

levels; however the complexity levels; however the complexity levels; however the complexity levels; however the complexity

and depth of explanation will and depth of explanation will and depth of explanation will and depth of explanation will

increase. Refer to TEKS increase. Refer to TEKS increase. Refer to TEKS increase. Refer to TEKS



Recognize and use academic Recognize and use academic Recognize and use academic

language. (For example: language. (For example: language. (For example:

prediction, accomplish, greeting, journal, and conflict) verbal, topic, and restatement)

compare, and explain) * Refer to Strategies for * Refer to Strategies for

* Refer to Strategies for Building Academic Vocabulary Building Academic Vocabulary

Building Academic Vocabulary

Demonstrate curiosity about Demonstrate curiosity about Demonstrate curiosity about Demonstrate curiosity about

and interest in the meaning of and interest in the meaning of and interest in the meaning of and interest in the meaning of

new words. new words. new words. new words.

Utilize pictorial clues to identify Utilize a variety of word solving Utilize a variety of word solving Determine meaning of

meaning of words. strategies to identify meaning strategies to identify meaning unfamiliar words by analyzing

of words. of words. word structure and use of word

in context.

Demonstrate use of vocabulary Demonstrate use of vocabulary Demonstrate use of vocabulary

knowledge through writing. knowledge through writing. knowledge through writing.

Distinguish between Distinguish between

connotative and denotative connotative and denotative

meaning of words. meaning of words.

Maintain a class word list of Maintain a personal word list of Maintain a personal word list of Maintain a vocabulary

newly learned vocabulary. newly learned vocabulary and newly learned vocabulary and notebook.

spelling patterns. spelling patterns.



Use the class word wall in Use outside resources (e.g., Use outside resources (e.g., Use outside resources (e.g.,

meaningful ways. class word wall, glossary, class word wall, glossary, class word wall, glossary,

dictionary) to identify unknown dictionary) to identify unknown dictionary) to identify unknown

words and their meanings. words and their meanings. words and their meanings.



Self-select words they want to Self-select words they want to Self-select words they want to

learn. learn. learn.

EDGEWOOD ISD LITERACY FRAMEWORK 82



Vertical Alignment Document Word Study—Teacher Behavior

Kinder 1st-2nd 3rd-5th 6th -8th

Concepts about Print



Create a print rich environment Create a print rich environment Create a print rich environment Create a print rich environment

in the classroom in the classroom in the classroom in the classroom

Points out environmental print Draws student attention to Draws student attention to Draws student attention to

and helps students to connect distinguishing features of print features of print during Shared distinguishing features of print

meaning to print during Shared during Shared and Guided and Guided Reading. (e.g., and also connects media

and Guided Reading. Reading. (e.g., size of font, size of font, color of font, literacy.

color of font, bolded vs. bolded vs. unbolded words,

unbolded words) italicized words, heading and

subheadings, etc)



Foundational Reading Skills



Engage students in listening to Engage students in listening to

books, nursery rhymes, and books, nursery rhymes, and

songs that feature rhyme and songs that feature rhyme and

alliteration to develop alliteration to develop

phonemic awareness. phonemic awareness.

Give students many

opportunities to say the names

of letters when working with

books, charts, letter walls, or

manipulatives.

Explicitly model connecting

letter names to letter sounds.

Engage students in guided and Engage students in guided

independent activities designed and independent activities

to help them make their own designed to help them make

generalizations about their own generalizations about

letter/sound connections. letter/sound connections.

Word Identification

Establish a word study center Establish a word study center Establish a word study center

to promote letter and word to promote letter and word to promote letter and word

EDGEWOOD ISD LITERACY FRAMEWORK 83



study. study. study.

Support student recognition of Support student recognition of Support student recognition of Support student recognition of

important high frequency words important high frequency words important high frequency words important high frequency words

that are used in reading and that are used in reading and that are used in reading and that are used in reading and

writing. writing. writing. writing.

Engage students in a wide Engage students in a wide Engage students in a wide

variety of meaningful activities variety of meaningful word variety of meaningful word

that help them explore the study activities that help them study activities that help them

patterns in words and build explore the patterns in words build their own generalizations

their own generalizations about and build their own about the ways in which words

the ways in which words work generalizations about the ways work. (For example: word

(making words, letter and word in which words work. (For sorts, analogies, and word

sorting, etc.). example: word sorting of ladders, etc.)

synonyms, antonyms, idioms,

compound words, parts of

speech, and word parts.)

Select a group of words that Select a group of words that Select a group of words that Select a group of words that

demonstrate a particular demonstrate a particular demonstrate a particular demonstrate a particular

spelling pattern and guide spelling pattern and guide spelling pattern and guide spelling pattern and guide

students to discover the pattern students to discover the pattern students to discover the pattern students to discover the pattern

in their reading and writing. in their reading and writing. in their reading and writing. in their reading and writing.

Provide students multiple Encourage and support Encourage and support Encourage and support

opportunities to apply their learners’ attempts to apply learners’ attempts to apply learners’ attempts to apply

knowledge of letter sound word-solving strategies (using word-solving strategies (using word-solving strategies to

relationships to decoding multiple cuing systems) to multiple cuing systems) to identify unknown words when

unknown words. identify unknown words when identify unknown words when reading connected text.

reading connected text. reading connected text.

Give explicit attention to words, Give explicit attention to words

word parts, letter clusters, and and word parts during Shared

letters during Shared Reading Reading and Guided Reading.

and Guided Reading.

Give students opportunities to Give students opportunities to

discuss the strategies they use discuss the strategies they use

to identify unknown words to identify unknown words

when reading connected text in when reading connected text in

order to promote metacognitive order to promote metacognitive

awareness of word solving awareness of word solving

EDGEWOOD ISD LITERACY FRAMEWORK 84



strategies. strategies.

Reinforce learning by providing Reinforce learning by providing

hands on opportunities for hands on opportunities for

students to manipulate words students to manipulate words

and letters to support and and letters to support and

extend learning across the extend learning across the

curriculum. curriculum.

Give students ample Give students ample Give students ample

opportunities to apply their opportunities to apply their opportunities to apply their

emerging knowledge of print emerging knowledge of developing knowledge of the

conventions by writing sound/symbol relationships way in which words work by

purposeful text. and the way in which words writing purposeful text.

work by writing purposeful text.

Knowledge of Word Meanings

Initiate conversations about Initiate conversations about Initiate conversations about Initiate conversations about

interesting and unusual words interesting and unusual words interesting and unusual words interesting and unusual words

that are encountered in that are encountered in that are encountered in that are encountered in

connected text. connected text. connected text. connected text.

Provide explicit vocabulary Provide explicit vocabulary Provide explicit vocabulary Provide explicit vocabulary

instruction. (For example: instruction. (For example: instruction. (For example: instruction. (For example: word

directional, sequencing, and verbs, nouns, and compound connotative/denotative parts and Latin and Greek root

positional words.) words.) meaning, homophones, word origins and word

synonyms/antonyms and meaning through examination

multiple meaning words.) of connotative/denotative

meaning, homophones,

multiple meaning words,

cognates, and

synonyms/antonyms.)

Guide students to explore the Guide students to explore the Guide students to explore the

meanings of related sets of meanings of related sets of meanings of related sets of

words. words. words.

Move students beyond the Move students beyond the Move students beyond the

definitional level of word definitional level of word definitional level of word

meaning to the usage level. meaning to the usage level. meaning to the usage level.

Promote vocabulary knowledge Promote vocabulary knowledge Promote vocabulary knowledge Promote vocabulary knowledge

in the context of meaningful in the context of meaningful in the context of meaningful in the context of meaningful

reading and writing activities. reading and writing activities. reading and writing activities. reading and writing activities.

EDGEWOOD ISD LITERACY FRAMEWORK 85



Maintain and engages students Maintain and engage students Maintain and engage students Maintain and engage students

in using a class word wall. in using a class word wall. in using a class word wall. in using a class word wall.

EDGEWOOD ISD LITERACY FRAMEWORK 86



Vertical Alignment Document Literature Circles—Student Behavior



Kinder 1st -2nd 3rd -5th 6th -8th



Follow routines and Follow routines and Follow routines and

structures set forth by structures set forth by structures set forth by

teacher for Literature teacher for Literature teacher for Literature Circles.

Refer to Shared Reading Circles. Circles.



Choose their own reading Choose their own reading Choose their own reading

material (variety of texts material (variety of texts and material based on the

and genres) with teacher genres) with teacher current genre study.

guidance. guidance.



Read assigned Read assigned Read assigned

pages/chapters as pages/chapters as pages/chapters as

preparation for meeting with preparation for meeting with preparation for meeting with

the Literature Circle. the Literature Circle. the Literature Circle.



Meet with group on a Meet with group on a regular Meet with group on a regular

regular basis. basis. basis.



Practice a variety of roles Practice a variety of roles Practice a variety of roles

within their groups within their groups within their groups

throughout the year. throughout the year. throughout the year.



Engage in discussions Engage in discussions Engage in discussions

(sharing question, (sharing question, (sharing question,

predictions, wonderings, predictions, wonderings, predictions, wonderings,

etc.) within the group. etc.) within the group. etc.) within the group.



Respond to text or engage Respond to text or engage Respond to text or engage in

in after-reading activities. in after-reading activities. after-reading activities.

EDGEWOOD ISD LITERACY FRAMEWORK 87



Vertical Alignment Document Literature Circles--Teacher



Kinder 1st -2nd 3rd -5th 6th -8th



Provide time for each group Provide time for each group Provide time for groups to

to meet in the classroom to meet in the classroom meet independently in the

two- three times a week. two- three times a week. classroom two- three times a

See Shared Reading week.



Guide students in selecting Guide students in selecting Guide students in how to

books through book talks, books through book talks, choose a just right book

etc. etc. through book talks.



Provide time for students to Provide time for students to Provide time for students to

read in preparation for read in preparation for read in preparation for

literature circle. literature circle. literature circle.



At various times through At various times through out At various times through out

out the year, explain and the year, explain and model the year, explain and model

model for students the for students the different for students the different

different roles and roles and responsibilities of roles and responsibilities of

responsibilities of each each member within the each member within the

member within the group. group. group.



Act as a facilitator, not a Act as a facilitator, not a Act as a facilitator, not a

group member or instructor. group member or instructor. group member or instructor.



Provide means for peer and Provide means for peer and Provide means for peer and

self evaluations. self evaluations. self evaluations.

EDGEWOOD ISD LITERACY FRAMEWORK 88



Appendix A. Glossary of Key Literary Terms for Framework Document



Term Definition

Academic High utility words found across content areas. Students will find these

Vocabulary words throughout their academic reading and writing experiences and

use in academic speech. Words such as features, attributes, principle,

perspective, compatible, and influence are examples of academic

vocabulary.



Alphabetic principle The understanding that letters represent sounds and that speech

sounds can be turned into letters.

Anecdotal record An informal record of students’ understandings and progress based on

careful observation of student behaviors in naturalistic contexts during

the school day.

Automaticity A skilled behavior that can be performed without conscious attention

(e.g., identifying words). Automaticity in word identification enables

readers to focus attention on meaning construction.

Basal reading A set of materials for teaching reading across grade levels. Programs

program typically include anthologies for students, workbooks, teacher’s guides

and various supplemental materials.

Bloom’s taxonomy A system for classifying levels of cognitive activity: knowledge,

understanding, application, analysis, evaluation, synthesis.

Book Talk A creative way of introducing a book or trying to convince someone to

read a book without giving away too much information.

Choral reading An instructional strategy in which a group of students orally reads the

same text together with the teacher setting the pace.

Cognitive strategies The thoughtful behaviors that readers use to foster or repair their

(or comprehension comprehension of text (e.g., predicting, inferring, summarizing, etc.)

strategies)

Comprehension Meaning constructed through a reader/text interaction.

Concept vocabulary Words that are specific to a particular content area and represent

important concepts or ideas for students to learn. For example,

democracy (social studies), forensic (science), numerator

(mathematics), and protagonist (language arts) are specific concept

words.

Costa’s Level of Costa identified three levels of intellectual functioning: input (or

Intellectual gathering information), processing (or thinking about the information),

Functioning output (or applying the information).

Decoding The use of one’s knowledge of sound/symbol relationships to identify

unknown words.

DEAR Drop Everything and Read. A period of time during the school day in

which students and teachers engage in reading materials of their own

choosing.

Differentiated Modification of instruction based on individual differences among

instruction students. Modifications may be based on a variety of considerations

including reading and writing capabilities, student interests and

motivation, background knowledge, culture, language proficiency, etc.

Echo reading A fluency strategy in which a skilled reader reads a portion of a text

while a less skilled reader imitates or ―echoes‖ the skilled reader.

English Language A student whose first language is not English and who is in the process

EDGEWOOD ISD LITERACY FRAMEWORK 89



Learner (ELL) of acquiring English proficiency.



English as a Second An approach in which English language learners are instructed in the

Language (ESL) use of the English language.



Environmental print Everyday ―real world‖ print that surrounds us (e.g., road signs,

advertising signs, labels on cans, etc.).

Expository writing Writing which seeks to explain or convey information.

(also called

informational writing)



Fluency The ability to read accurately, expressively, and at an appropriate rate.

Because fluent readers do not have to attend to decoding words, they

are able to focus on the construction of meaning.

Frustration level Level at which reading material is too difficult for a given reader; even

with teacher assistance the reader is unable to decode or comprehend

the text. Word recognition is less than 90% and comprehension is less

than 70%.

Genre A category of literature marked by shared features or conventions (e.g.,

poetry, fiction, non-fiction).

Gradual Release An instructional model in which a teacher initially provides extensive

Model support and scaffolding for a reading (or writing) strategy through

demonstration, modeling and explanation. Then, as the student gains

proficiency, the teacher gives increasing responsibility to the student

until the student is able to use the strategy independently.

Grapheme A letter (or letter combination) that represents a single phoneme or

sound.

Graphic organizer A visual representation that illustrates concepts and interrelationships

among concepts in a text. Graphic organizers are also called maps,

webs, and frames.

Guided reading An instructional procedure in which a teacher works with a small group

of students who are reading a book at their instructional level. The

teacher introduces reading strategies, observes, coaches, prompts, and

assesses student performance.

Independent level A level at which a student can read material without teacher assistance.

The student reads fluently, with 99-100% word accuracy, and with 95-

100% comprehension.

Inquiry-based A constructivist approach to learning in which students seek answers to

learning genuine questions they have posed. The role of the teacher is that of

facilitator and guide. This approach that stands in contrast to a more

structured, curriculum-based approach to learning.

Instructional level A level at which a student is challenged but can read the material with

teacher assistance. The student reads with 95 to 98% word recognition

accuracy and 75% to 95% accuracy in comprehension. At this level a

student is able to make maximum growth in reading.

Informal Reading An individually administered assessment tool used to determine

Inventory (IRI) students’ reading levels (independent, instructional, frustration), as well

as students’ reading strengths and weaknesses. An IRI typically

consists of graded word lists, graded passages from stories and

informational texts, and comprehension questions.

Informal assessment Informal assessment relies on observation and other nonstandardized

EDGEWOOD ISD LITERACY FRAMEWORK 90



procedures (e.g., checklists, rubrics, anecdotal records)

Inquiry A constructivist approach to learning in which students seek answers to

genuine questions they have posed. The role of the teacher is facilitator

and guide. This approach stands in contrast to a more structured,

curriculum-based approach to learning.

Intentional Instruction that providing opportunities to engage in reading strategies

instruction and making visible the invisible processes of reading.



Interactive notebook An organized working portfolio of their learning holding their responses,

reflections, products, tools, etc.

Interactive writing An activity in which teacher and students together create written text,

sharing the pen to do so. As part of the activity teacher and students

discuss the processes and conventions of writing.

Language An approach to literacy instruction in which students dictate stories that

experience approach are written down by the teacher. The dictated stories are read

(LEA) repeatedly by the teacher and students and serve as texts for reading

instruction.

Leveled text Text which has been placed in a category based on its difficulty. The

leveling of texts allows a teacher to match books with a student’s

reading ability.

Lexile framework An approach which measures reader ability and text difficulty on the

same scale. Lexile levels of texts range from 100 to 1300 representing

kindergarten through grade 12. Teachers can use lexile levels to match

books to readers.

Literacy center A station in the classroom in which reading or writing activities are set up

for students’ independent work.

Literary terminology These are concept words specific to English Language Arts/Reading

such as alliteration, genre, and simile.

Literature circle A small group of students who meet to discuss and interpret works of

authentic literature. Discussion is student-led, and if the teacher is

present, s/he acts only as a facilitator.

Media literacy The ability to sift through and critically analyze ideas and information

from various media (e.g., television, movies, internet, etc.)

Mentor Text Published text used as an example for writing, etc.



Metacognition The process of thinking about one’s thinking. In terms of reading

comprehension this involves planning, monitoring, revising and

evaluating ones’ meaning construction.

Modeling Demonstration of a reading strategy by an ―expert‖ reader through the

use of a think aloud.

Morning message A brief message based on recent or upcoming class events that is

constructed by the teacher and students for the purpose of exploring

features of print.

Narrative writing Writing that tells a story or relates an event or sequence of events.



Onset The initial consonant sound (or sounds) that come before the vowel in a

syllable. For example, the onset of dog is d. (The remainder of the

word—og—is called a rime.)

Paired reading An activity to promote fluency in which a more fluent reader is paired

with a less fluent reader and the partners take turns reading aloud.

EDGEWOOD ISD LITERACY FRAMEWORK 91



(Also called partner reading or buddy reading.)

Phoneme A minimal sound unit of speech. The number of phonemes in a word

does not necessarily correspond to the number of letters in the word.

(e.g., the words cat and thin each have three phonemes: /c/ /a/ /t/

and /th/ /i/ /n/)

Phonemic The ability to hear and manipulate individual sounds (or phonemes) that

awareness make up words.

Phonics Instructional practices that teach children relationships between letters

and sounds. Success in learning phonics is dependent on the learner

having acquired phonemic awareness.

Picture walk A technique in which a teacher guides students through a text that is to

be read using illustrations to help students develop the ―big idea‖ of what

the text is about.

Prosody The ability to read orally with expression and with appropriate phrasing

and intonation.

Read aloud A technique in which a teacher reads aloud a book (that is typically

above the students’ independent reading level) to a small group or the

entire class. Read alouds can be done for instructional purposes or for

enjoyment.

Readers theatre A technique in which a group of students repeatedly rehearse and

perform a script based on a book or a portion of a book. Parts are read

(rather than memorized). The technique is associated with building

fluency and comprehension.

Reader’s workshop A framework for organizing reading instruction. Key components include

a mini-lesson on a reading skill or strategy, uninterrupted reading time

(during which students apply what was presented in the mini-lesson)

and time to respond to what was read (often in a reading journal or log).

Reading response A notebook or binder in which students respond to what they have read.

log Students can engage in free reflection or can respond to a teacher

prompt.

Rime The first vowel in a syllable and all the sounds that follow. For example,

in the word dog the rime is og. (The beginning of the word—d—is called

the onset.)

Running record An assessment technique in which a teacher records a child’s reading

behavior as s/he reads a passage. The teacher uses standard symbols

to note errors, substitutions, omissions, repetitions, and self-corrections.

Scaffolding The support a teacher provides students involved in any aspect of

reading or writing. Support can take the form of questioning, coaching,

prompting, or cuing during a reading task. As the student gains

proficiency, teacher support is gradually removed.

Scribe The person (typically the teacher) who writes down what a student

dictates.

Shared Reading An activity in which the teacher uses public texts (trade books,

newspapers, magazines, poems for example) with an instructional focus

(vocabulary, comprehension strategy, or for pleasure). Teacher is

reading to students and interactions with print are interactive

(discussion-based).

Shared Writing An instructional activity that centers on a group-constructed text that is

generally written by the teacher and dictated by the students. The

teacher offers a high level of support and focuses on the characteristics

of writing. This is very similar to the Language Experience Approach.

EDGEWOOD ISD LITERACY FRAMEWORK 92



Skill Reading behavior that is done automatically without thought.

Strategy A conscious and systematic plan to successfully complete a reading

task (e.g., a plan to foster or repair comprehension or a plan to identify

the meaning of a new word).

Summative A culminating assessment which gives information about a student’s

assessment mastery of skills or reading level

Sustained Silent A period of time set aside for all students to engage in self-selected

Reading (SSR) reading.



Texas Primary An early reading assessment that measures a student’s reading and

Reading Inventory language arts development. Designed for students in grades K-2, this

(TPRI) assessment is administered one-on-one.



Text Support Using evidence from text to justify answers or summations.



Theme A central idea or insight that a reader infers from a literary work



Think aloud An instructional technique in which a teacher explicitly models the

thought processes and strategies of a proficient reader (e.g., the teacher

might model how s/he makes an inference or summarizes a passage).

Tracking print The understanding of and ability to read print from left to right and from

the top of the page to the bottom (assuming the reader is reading in

English).

Tradebook Library books. Tradebooks are not written as textbooks (though they

may be used for instructional purposes).

Word identification The use of strategies to figure out the pronunciation of a word in print



Word wall Large wall charts which feature either high frequency words or

―important words‖ that are categorized by beginning letters. Word walls

are typically used for word study activities or to support students’ writing.

Word study The component of the reading program in which students explore word

meanings including new vocabulary, synonyms, antonyms, homonyms,

figurative meanings, etc.

Writer’s workshop A framework for organizing writing instruction. Key components include

a mini-lesson, uninterrupted writing time during which students write on

topics of their own choosing (moving some pieces through the writing

process), and opportunities to conference with peers or the teacher.

Writing process A recursive process involving prewriting, drafting, revising, editing, and

publishing.

Zone of Proximal The difference between what a learner can do without help and what

Development (ZPD) the learner can do with help

EDGEWOOD ISD LITERACY FRAMEWORK 93



Appendix B. Recommended Reading Lists for PreKinder- 8th Grade





The purpose for establishing district recommended reading lists is to ensure that our students



are exposed to quality literature at each grade level. By exposing students to award-winning



titles, timeless works, and a variety of genres, we are ensuring a well-read student that will be



prepared for high school and college level course work.

EDGEWOOD ISD LITERACY FRAMEWORK 94









PreKindergarten Recommended Reading List





Cabrera, J. If you’re happy and you know it! Holiday House, 2005.





Crews, Donald. Freight Train. Greenwillow, 1978.





dePaola, T. Tomie dePaola’s Mother Goose. Putnam, 1985.





Dewdney, A. Llama llama red pajama. New York: Viking. 2005.





Dunrae, O. Gossie. Houghton Mifflin. 2002.





Dunrea, Olivier. Gossie & Gertie. Houghton Mifflin, 2002.





Falconer, I. Olivia. Atheneum, 2002.





Fleming, Denise. In the Tall, Tall Grass. Holt, 1995.





Henkes, K. A good day. Greenwillow, 2007.





Hill, Eric. Where’s Spot? Putnam, 1980.





Martin, Jr., B. Brown bear, brown bear, what do you see? Illustrated by E. Carle. Henry Holt, 1967/1983.

EDGEWOOD ISD LITERACY FRAMEWORK 95



Kindergarten Recommended Reading List





Carle, E. The very hungry caterpillar. Philomel, 1981.





Crews, N. The neighborhood Mother Goose. Greenwillow, 2004.





dePaola, Tomie. Pancakes for Breakfast. Harcourt, 1978.





Gravett, E. Orange Pear Apple Bear. Simon & Schuster, 2007.





Henkes, K. Wimberly worried. Greenwillow, 2000.





Henkes, K. Kitten’s First Full Moon. Greenwillow, 2004.





Hutchins, P. Rosie’s walk. Macmillan, 1988.





Morales, Y. A Trickster Tale and Spanish Alphabet Book. Roaring Brook, 2008.





Portis, A. Not a stick. HarperCollins, 2007.





Rohmann, E. My Friend Rabbit. Roaring Brook, 2002.





Rohmann, E. A kitten tale. Alfred A. Knopf, 2008.





Rosen, M. We’re going on a bear hunt. Illustrated by H. Oxenbury. Aladdin, 2003.





Seeger, Laura Vaccaro. First the Egg. Roaring Brook, 2007.





Shannon, D. No, David! Blue Sky Press/Scholastic, 1998.





Slobodkina, E. Caps for sale. HarperCollins, 1940/1999.





Tafolla, D. What Can You Do with a Rebozo? Illustrated by Amy Cordova. Tricycle Press, 2008.





Willems, M. Knuffle Bunny. Hyperion, 2004.





Wiesner, David. Tuesday. Clarion, 1991.





Wood, A. The Napping House. Illustrated by Don Wood. Harcourt, 1984.

EDGEWOOD ISD LITERACY FRAMEWORK 96



First Grade Recommended Reading List





Beaumont, K. I Ain’t Gonna Paint No More. Illustrated by D. Catrow. Harcourt, 2005.



Cowley, J. Chameleon, Chameleon. Illustrated by N. Bishop. Scholastic, 2005.



Ehlert, Lois. Feathers for Lunch. Harcourt, 1990.



Fox, Mem. Hattie and the Fox. Illustrated by Patricia Mullins. Bradbury, 1987.



Gackenbach, Dick. Harry and the Terrible Whatzit. Houghton Mifflin, 1984.



Jenkins, Steve & Page, Robin. What Do You Do With a Tail Like This? Houghton Mifflin, 2003.



Jenkins, S. Actual Size. Houghton Mifflin, 2004.



Keiko, Kasza. The Wolf’s Chicken Stew. Putnam, 1987.



Lionni, L. Swimmy. Pantheon, 1963.



Lobel, Arnold. Frog and Toad Are Friends. HarperCollins, 1970/1979.



Marshall, (James) Edward. Fox and His Friends. Illustrated by James Marshall. Dial, 1982.



McCloskey, Robert. Make Way for Ducklings. Viking, 1941.



Minarik, E. H. Little Bear. Illustrated by M. Sendak. HarperFestival, 2005.



Morales, Y. Just a Minute: A Trickster Tale and Counting Book. Chronicle Books, 2003,



Rylant, C. Henry and Mudge: The First Book of Their Adventures. Illustrated by S. Stevenson. Simon &

Schuster/Aladdin, 1987/2008.



Seeger, L. V. Dog and Bear: Two Friends, Three Stories. Roaring Brook, 2007.



Sendak, M. Where the Wild Things Are. HarperCollins, 1963/1998.



Shulevitz, U. One Monday Morning. Macmillan, 1967.



Taback, S. Joseph Had a Little Overcoat. Viking, 1999



Wattenberg, J. Henny-Penny. Scholastic, 2000.



Willems, M. Leonardo and the Terrible Monster. Hyperion, 2005.



Willems, M. Don’t Let the Pigeon Drive the Bus! Hyperion, 2003.



Willems, M. Are You Ready to Play Outside? Hyperion, 2007.



Wood, A. King Bidgood’s in the Bathtub. Illustrated by D. Wood. Harcourt, 1985.

EDGEWOOD ISD LITERACY FRAMEWORK 97



Second Grade Recommended Reading List





Allard, H. Miss Nelson Is Missing! Illustrated by J. Marshall. Houghton

Mifflin, 1977.



Barrett, J. Cloudy with a Chance of Meatballs. Illustrated by R. Barrett.

Atheneum, 1978.



Brett, J. The Mitten. Putnam, 1989.



dePaola, T. Strega Nona. Simon & Schuster, 1975.



Kellogg, S. The Mysterious Tadpole. Dial, 1972/1997.



Lionni, L. Alexander and the Wind-up Mouse. Illustrated by E. Carle. Henry Holt, 1974/2006.



Rappaport, D. Martin’s Big Words: The Life of Dr. Martin Luther King, Jr. Jump Sun, 2001.



Rathmann, P. Officer Buckle and Gloria. Putnam, 1995.



Soto, G. Too Many Tamales. Illustrated by E. Martinez. Putnam, 1993.



Stanley, D. Saving Sweetness. Illustrated by G. B. Karas. Putnam, 1996.



Stevens, J. Tops and Bottoms. Harcourt, 1995.



Viorst, J. Alexander and the Terrible, Horrible, No Good, Very Bad Day.



Illustrated by R. Cruz. Atheneum, 1972.



Wiesner, D., The Three Pigs. Clarion, 2001.



Williams, V. B. A Chair for My Mother. Greenwillow, 1982.

EDGEWOOD ISD LITERACY FRAMEWORK 98



Third Grade Recommended Reading List





Ada, A. F. The Gold Coin. Atheneum, 1991.

Ada, A. F. My Name Is María Isabel/Me llamo María Isabel. Atheneum, 1993.

Ancona, G. Pablo Remembers: The Fiesta of the Day of the Dead. Lothrop, Lee & Shepard, 1993.

Cameron, A. The Stories Julian Tells. Random House, 1981/1996.

Cooney, B. Miss Rumphius. Viking, 1982.



Cronin, D. Click, Clack, Moo: Cows That Type. Illustrated by B. Lewin. Simon & Schuster, 2000.

Garza, C. L. Family Pictures/Cuadros de familia. Spanish language text by R. Zubizaretta. Children’s

Book Press, 1990.



Hoffman, M. Amazing Grace. Illustrated by C. Binch. Dial, 1991.



Martin, B., Jr. The Ghost-Eye Tree. Illustrated by T. Rand. Holt, 1985/1995.



McKissack, P. Flossie and the Fox. Illustrated by R. Isadora. Dial, 1986.

Mora, P. Tómas and the Library Lady. Illustrated by R. Colón. Knopf, 1997.



Rylant, C. When I Was Young in the Mountains. Illustrated by D. Goode. Dutton, 1982

Rylant, C. The Relatives Came. Bradbury, 1985.



Scieszka, J. The Stinky Cheese Man and Other Fairly Stupid Tales. Illustrated by L. Smith. Viking, 1992.



Scieszka, J. The True Story of the Three Little Pigs. Illustrated by L. Smith. Puffin, 1996



Steig, W. Doctor De Soto. Farrar, 1982.



Van Allsburg, C. Jumanji. Houghton Mifflin, 1981.



Van Allsburg, C. The Sweetest Fig. Houghton Mifflin, 1993.





White, E. B. Charlotte’s Web. Illustrated by G. Williams. Harper, 1952.



Wiles, D. Freedom Summer. Illustrated by J. Lagarrigue. Atheneum, 2001.

EDGEWOOD ISD LITERACY FRAMEWORK 99



Fourth Grade Recommended Reading List





DiCamillo, K. Because of Winn-Dixie. Candlewick, 2000.





DiCamillo, Kate. The Tale of Despereaux: Being the Story of a Mouse, a Princess, Some Soup, and a Spool



of Thread. Candlewick, 2003.





Creech, S. Love that Dog. Joanna Cotler, 2001





Gerstein, M. The Man Who Walked Between the Towers. Roaring Brook Press, 2003.





Krull, K. Harvesting Hope: The Story of Cesar Chavez. Illustrated by Y. Morales. Harcourt, 2003.





Macaulay, D. Black and White. Houghton Mifflin, 1990.





MacLachlan, P. Sarah, Plain and Tall. Harper, 1985.





Naylor, P. R. Shiloh. Atheneum, 1991.





Polacco, P. The Keeping Quilt. Simon & Schuster, 1988.





Peck, R. A Long Way from Chicago. Dial, 1998.





Rowling, J. K. Harry Potter and the Sorcerer’s Stone. Scholastic, 1997.



Say, A. Grandfather’s Journey. Houghton Mifflin, 1993.





Teague, M. Dear Mrs. LaRue: Letters from Obedience School. Scholastic, 2002.

EDGEWOOD ISD LITERACY FRAMEWORK 100



Fifth Grade Recommended Reading List





Browne, A. Voices in the Park. Knopf, 1998.



Creech, S. Walk Two Moons. HarperCollins, 1994.



Curtis, C. P. The Watsons Go to Birmingham—1963. Delacorte, 1995.



Curtis, C. P. Bud, Not Buddy. Delacorte, 1999.



Erdrich, L. The Birchbark House. Hyperion, 1999.



George, J. C. My Side of the Mountain. Penguin Putnam, 1959/1997.



Hesse, K. Out of the Dust. Scholastic, 1997.



Paterson, K. Bridge to Terabithia. HarperCollins, 1977.



Paterson, K. The Great Gilly Hopkins. Crowell, 1978.



Paulsen, G. Hatchet. Bradbury, 1987.



Polacco, P. Pink and Say. Philomel, 1994.



Ryan, P. M. Esperanza Rising. Scholastic, 2000.



Sachar, L. Holes. Farrar, 1998.



Selznick, B. The Invention of Hugo Cabret. Scholastic, 2007.



Soto, G. Baseball in April and Other Stories. Harcourt, 1990.



Taylor, M. Roll of Thunder, Hear My Cry. Illustrated by Jerry Pinkney. Dial, 1976.



Weatherford, C. B. Moses: When Harriet Tubman Led Her People to Freedom. Illustrated by K. Nelson.

Hyperion/Jump at the Sun, 2006.



Wiles, D., Countdown. Scholastic, 2010.



Woodson, J. Locomotion. Putnam, 2003.

EDGEWOOD ISD LITERACY FRAMEWORK 101



Listas de Lectura



PREK/KINDER





Adivina Cuanto Te Quiero, Sam Brotney



Carrito de Monchito, Margarita Robelda Monguel



El Conejo y el Coyote, Clarita Kohen



Ratoncito, La Fresa Roja y Madura, y el Gran Oso Hambriento Audrey and Don Wood



El Rabo de Gato, Clarita Kohen



En mi Familia, Carmen Lomas-Garza



¿Eres tú mi Mama? P.D. Eastsman



Huevos Verdes con Jamón, Dr. Suess



La Casa Adormecida, Audrey Wood



La Oruga Muy Hambrienta, Eric Carle



La Pata Pita, Hilda Pesera y Mana F. Fraga



La Tortillería, Gary Paulsen



Los Recuerdos de Chave, Maria Delgado



Tres Chivos Gruff, Paul Galdone



Margaret y Margarita, Lynn Reiser



Mi Primer Libro de Dichos, Ralfka Gonzalez



Pelitos, Sandra Cisneros



Soy Grande, Soy Pequeño, Kathy Stinson



Un Día de Nieve, Ezra Jack cout







Libros de Cuento



Cuéntame un Cuento, J.M. Lavarello

Historia de Ratones, Arnold Label

Historia de Juguetes, Helen Cooper

EDGEWOOD ISD LITERACY FRAMEWORK 102



Lista de Lectura



PRIMERO



Alexander y El Día Terrible, Horrible, Espantoso, Horroroso, Judith Viorst

¿A que sabe la Luna?, Michael Gejniec

Corduroy, Don Freeman

Coyote, Gerald McDermott

El Camino de Amelia, Linda Jacobs Altman

El Desierto es mi Madre, Pat Mora

El Estofado del Lobo, Keiko Kasza

El Libro De Las Nubes, Tomie de Paola

El Pez Arco Iris, Marcus Pfister

Historia Verdadera de una Princesa, Inés Arredondo

Julieta y su caja de Colores, Carlos Pellicer López

La Mariquita Perezosa, Isabel Finn

La Mujer Que Brillaba Aun Más Que el sol, Alejandro Cruz Martínez

La Silla de Pedro, Ezra Jack cout

La Tortillería, Gary Paulsen

Pepin y El Abuelo, Hilda Perera

Pericopín, Hilda Perera

Sopa de Piedras, Marcia Brown

Silvestre y la Piedrecita Mágica, William Steig

Stelaluna, Janell Cannon







Libros de Capitulo



Me Llamo María Isabel, Alma Flor Ada

La Mariposa, Francisco Jimenez

Sapo y Sepo, Un Año Entero, Arnold Lobel

Los Amigos de Osito, Else Holmelund Minarik

El Letrero Secreto de Rosio, Maurice Sendak

EDGEWOOD ISD LITERACY FRAMEWORK 103



Lista de Lectura



SEGUNDO





Brocha y Pincel, Alma Flor Ada

El Dueño de la Luz, Ivonne Rivas

El espiritu de Tio Fernando, Janice Levy

El Libro de las Arenas Movedizas, Tomie de Paola

El Libro de los Cerdos, Anthony Browne

El Libro de los Animales, Aquiles cout

El Niño de Cabeza, Juan Felipe Herrera

Elogio del Jaguar, Roxanna Erdman

Elogio del Tlacuache, Roxanna Erdman

El Sancocho del Sábado, Leyla Torres

El Sombrero Mágico, Rosario Ferré

Guillermo Jorge, Manual José

Josefina y la Colcha de Retrazos, Elanor Coerr

Juan y sus Zapatos, Carlos Pellicer López

La Isla, Arthur Dorros

¡La Verdadera Historia de los Tres Cerditos!, S. Lobo

Pasos, Alma Flor Ada

Pepita y el Color Rosado, Ofelia Dumas Lachtman

Rosaura en Bicicleta, Daniel Barbot

Strega Nona, Tomie de Paola







Libros de Capitulo



Amelia Bedilia, Peggy Parish

Cuéntame un Cuento, Series 1, 2, 3, y 4, J.M. Lavarello

La Telaraña de Carlota, E. B. White

EDGEWOOD ISD LITERACY FRAMEWORK 104



Listas de Lecturas



TERCERO





La leyenda del princel indio, Tomie Paola

En mi familia/In my family, Carmen Lomas Garza

Paul Bunyun: Un cuento fantástico, Steven Kellogg

La leyenda de la flor de nochebuena, Tomie Paola

El autobús mágico, Linda Ward Beech

Molly los peregrinos, Barbara Cohen

¡Que montón de tamales!, Gary Soto

La verdadera historia de los tres cerditos, Jon Scieszka

Flecha al sol, Gerald McDermott

El gran capoquero, Lynne Cherry

La casa adormecida, Alma Flor Ada

Pecos Bill, Steven Kellogg

Stelaluna, Janell Cannon

Frida Maria un cuento del suroeste de antes, Deborah Nourse Lathomore

La Natividad, Alma Flor Ada

Sorpresa de Navidad para Chabelita, Argentina Palacios

Pelitos, Sandra Cisneros

Soy Grande, Soy Pequeño, Kathy Stinson

Un dia de nieve, Ezra Jack cout

Sopa de piedras, Marcia Brown

El canto de las ballenas, Dyan Sheldon

La niña que amaba los caballos salvajes, Paul Goble





Libros de Capítulo





Sarah sencilla y alta, Patricia MacLachlan

Casa de la pradera (serie), Laura Ingalls Wilder

Las aventuras de Capitán Calzoncillos, Dan Pilkey

Escalofríos (serie), R. L. Stine

James y el melocotón gigante, Roald Dahl

Ramona empieza el curso, Beverly Cleary

EDGEWOOD ISD LITERACY FRAMEWORK 105



Listas de Lectura



CUATRO





Abuela, Arthur Dorres



La leyenda del Pincel Indio, Tomie de Paola



La leyenda de la Flor de Conejo, Tomie de Paola



Paco y la bruja, Felix Pitre



Pecos Bill, Steven Kellog



Tiempos duros, Barbara Shook Hazen



Te presento a la orquesta, Ann Haye



Amigos en cuerpo y alma, Vera de Backker



El reino de la geometría, Alma Flor Ada



La colcha de los Recuerdo, Patricia Polacco



La Osa Menor, F.M. Monjo



Carlos y la milpa de maíz, John Romero Stevens



El Otoño de Freddy la Hoja, Leo Buscaglia



El largo invierno, Laura Wilder Ingalls



En las orillas del lago, Laura Wilder Ingalls



Jumanj, Chris Van Allsburg



Los Misterios del Señor Burdick, Chris Van Allsburg



El higo más dulce, Chris Van Allsburg



Una Historia de Bonicula, Deborah Howe





Libros de Capítulo



La Casa en Mango Street, Sandra Cisneros

El Regalo Magico, Nicholasa Mohr

Escalofrios (serie), R.L. Stine

El Duende y el Horno, Fernando Alonso

EDGEWOOD ISD LITERACY FRAMEWORK 106



Listas de Lectura



QUINTO





Pink y Say, Patricia Polacco

Los hijos de la tierra y el cielo, Stephen Krensky

Hermana Águila, Hermano Cielo, Chief Seattle

Hiawatha, Henry Wadsworth Longfellow

Carlos y la milpa de maíz (serie), Jan Romero Stevens

El higo mas dulce, Chris Van Allsburg

La leyenda de la flor “el conejo”, Tomie de Paola

Cuando Jessie cruzo el océano, Amy Hest

La mariposa, Francisco Jiménez

El autobús mágico (serie), Joanna Cole

El espíritu de tío Fernando, Janice Levy

Mira como salen las estrellas, Riki Levinson

Porque cout , Max Lucado

La tortillería, Gary Paulsen

Por fin es carnaval, Arthur Dorros

Chato’s Kitchen, Gary Soto

Ani y la anciana, Miska Miles

Dentro del arrecife de coral, Katy Muzik

Frida Maria: Un cuento de sudoeste de antes, Deborah Nourse Lattimore

La escoba de la viuda, Chris Van Allsburg





Libros de Capítulo

El león, la bruja y el armario, C.S. Lewis

Escalofríos (serie), R.L. Stine

Harry Potter (serie), J.K. Rowling

Cuidado con las mujeres astutas, Joe Hayes

La perla negra, cout O’ Dell

Stories That Must Not Die, Juan Sauvageau

EDGEWOOD ISD LITERACY FRAMEWORK 107



Recommended Novel List



ELAR 6th Grade









Two Highly Recommend Novels for 6th grade:



Under the Royal Palms: a Childhood in Cuba Alma Flor Ada

Lightning Thief Rick Riordan



Two additional Novels may be chosen from the following list:





Bud, Not Buddy Christopher Paul Curtis The Watsons Go to Burmingham Christopher Paul Curtis

Esperanza Rising Pam Munoz Ryan Tuck Everlasting N. Babbitt

Maniac Magee Jerry Spinelli The Phantom Tollbooth Norton Kuster

The Story of My Life Helen Keller The Land I Lost Huynh Quang Nhuong

Woodsong Gary Paulsen Julie of the Wolves Jean Craighead George

Red Pyramid Rick Riordan Island of the Blue Dolphins Scott O’Dell



Suggested Books for Independent Reading and Literature Circles:



The Man Who Went to the Far Side of the Moon Bea Uusma Schyffert Coraline Neil Gaiman

When Zachary Beaver Came to Town Kimberly Willis Holt Lupita Manana Patricia Beatty

The Kidnapped Prince: Life of Olaudah Equiano Olaudah Equiano Bird Angela Johnson

Crash Jerry Spinelli A Single Shard Linda Sue Park

Slam Dunk: Poems About Basketball Lillian Morrison Listening for Lions Gloria Whalen

Technically, It's Not My Fault: Concrete Poems John Grandits True Confession of Charlotte Doyle Avi

Shipwreck at the Bottom of the World Jennifer Armstrong The Lost Garden Laurence Yep

Girls Think of Everything Catherine Thimmesh Pictures of Hollis Woods Patricia Reilly Giff

The Color of My Words Lynn Joseph Locomotion Jacqueline Woodson

Hatchet Gary Paulsen Surviving the Applewhites Stephanie S. Tolan

The Book Thief Markus Zusak Hoot Carl Hiaasen

Exploding Ants: Amazing Facts About How Animals Adapt Joanne Settel, Ph.D

EDGEWOOD ISD LITERACY FRAMEWORK 108



Recommended Novel List



ELAR 7th Grade







Two Highly Recommend Novels for 7th grade:

The Outsiders S. E. Hinton

The Sea of Monsters Rick Riordan

Two additional Novels may be chosen from the following list:



Freak the Mighty Rodman Philbrick Chinese Cinderella Adeline Mah

Out of the Dust Karen Hesse Hero Ain't Nothin' but a Sandwich Alice Childress

Old Yeller Fred Gipson Skin I'm In Sharon Flake

Romiette and Julio Sharon Draper Wizard of Oz Frank L. Baum

Dr. Jekyll and Mr. Hyde Mitsu Yamamoto The Egypt Game Zilpha Keatley Synder

Trino’s Choice Diane Gonzales Bertrand The Call of the Wild or White Fang Jack London



Suggested Books for Independent Reading and Literature Circles:



The Lion, the Witch, and the Wardrobe C. S. Lewis Seed Folks Paul Fleischman

Where the Red Fern Grows Wilson Rawls The Devil’s Arithmetic Jane Yolen

Inkspell Cornelia Funke Jacob Have I Loved Katherine Paterson

The Jungle Book Rudyard Kipling Murder on the Orient Express Agatha Christie

How to Eat Fried Worms Thomas Rockwell Holes Louis Sachet

Bearstone Will Hobbs The Clay Marble Minfong Ho

The Contender Robert Lipsyte Gathering Blue Lois Lowry

Getting Near to Baby Audrey Couloumbis The Glory Field Walter Dean Myers

Goodnight, Mr. Tom Michelle Magorian Lyddie Katherine Patterson

Mick Harte Was Here Barbara Park The Midwife's Apprentice Karen Cushman

The Color of My Words Lynn Joseph North by Night Katherine Ayres

Shabanu, Daughter of the Wind Suzanne Fisher Staples Kidnapped Robert Louis Stevenson

The Magician’s Nephew C. S. Lewis

EDGEWOOD ISD LITERACY FRAMEWORK 109



Recommended Novel List



ELAR 8th Grade





Two Highly Recommend Novels for 8th grade:

My Brother Sam Is Dead Collier and Collier

Titan’s Curse Rick Riordan

Two additional Novels may be chosen from the following list:



Face on the Milk Carton Caroline B Cooney Witch of Blackbird Pond Elizabeth Gordon Speare

The Giver Lois Lowry A Girl Named Disaster Nancy Farmer

The Hunger Games Suzanne Collins Harriet Tubman: Conductor on the Underground Railroad Ann Petry

Kira-Kira Cynthia Kadohata The Pearl John Steinbeck

Roll of Thunder Hear My Cry Mildred D. Taylor Pigman Paul Zindel

Trino’s Time Gonzales Bertrand The Diary of Anne Frank Goodrich and Hackett



Suggested Books for Independent Reading and Literature Circles:



Bad Boy: A Memoir Walter Dean Myers Across Five Aprils Irene Hunt

Roll of Thunder Hear My Cry Mildred D. Taylor Baseball in April and Other Stories Gary Soto

Slam Walter Dean Myers Speak Laurie Halsie Anderson

The Slave Dancer Paula Fox Treasure Island Robert Louis Stevenson

True Confession of Charlotte Doyle Avi Tangerine Edward Bloor

Things Not Seen Andrew Clements Twilight Stephanie Myer

The Last Olympian Rick Riordan Walk Two Moons Sharon Creech

The Westing Game Ellen Raskin Criss Cross Lynne Rae Perkins

The Code Talker Joseph Bruchac The Cay Thornton Wilder

The Upstairs Room Johanna Reiss Stargirl Jerry Spinelli

Before We Were Free Julia Alvarez Colibri Ann Cameron

Catching Fire Suzanne Collins Mockingjay Suzanne Collins

I, Juan de Pareja Elazabeth Borton de Trevino

EDGEWOOD ISD LITERACY FRAMEWORK 110



Appendix E. Observation Protocol



Coach’s Notes Post - Pre-

Conference Conference



Pre-Conference:



Date and time of classroom visit:

Reflection Observation

Focus of visit (cognitive strategy):



Additional information (such as content area, type of approach, materials etc...):







Observation Notes:



Things I’m noticing that enhance the cognitive strategy lesson (print rich environment, materials-level, genre

etc…, graphic organizers, and technology components):









What is happening at the beginning of the lesson (engagement/focus, state the objective, set the purpose for

the lesson, use of intentional language, connections that are relevant to students’ lives):









What the teacher is doing and saying… What the student is doing and saying.

EDGEWOOD ISD LITERACY FRAMEWORK 111



What is happening during instruction (use of intentional language, modeling -think aloud, intentional

conversations, stopping points, level of questioning, active monitoring, level of student engagement,

scaffolds):







What the teacher is doing and saying… What the student is doing and saying.









What is happening during guided practice (intentional language, intentional conversations, stopping points,

level of questioning, active monitoring, and level of student engagement, scaffolds, and differentiated

activities):







What the teacher is doing and saying… What the student is doing and saying…









What’s happening to close the lesson (Is there evidence to show students’ understanding of the cognitive

strategy?):

EDGEWOOD ISD LITERACY FRAMEWORK 112



Coach’s Reflections:



Thoughts and Insights about Today’s Lesson



What I know and think about how print environment, materials, classroom library, graphic organizers, and

technology enhance cognitive strategy instruction?









Based on your notes and memories, reflect on the observed lesson. Utilize and rely upon your knowledge of

effective classroom practices, especially as it relates to the intentional instruction of a cognitive strategy.



Reflections about what the teacher Reflections about what the

was doing and saying… students were doing and saying…



At the beginning



of the lesson:









During the middle of

the lesson:









At the end of the

lesson:









Additional thoughts …









How these reflections will guide my conversations with the classroom teacher (focus of post discussion,

―aha!‖ moments, puzzlements, future actions and goals etc…):

EDGEWOOD ISD LITERACY FRAMEWORK 113



The Language of Good Coaching



 Tell me about ….



 How did you …



 I wonder what would happen if…



 Tell me more…



 I like the way ….



 Based on what you just said, what will you do differently …



 What are your next steps …



 What can I do to support you …



 Let's talk about what you are doing now and then discuss some ideas you might want to add to

ensure that your instruction supports students' learning.



 How can I be most helpful to you?



 What are you doing successfully? What do you want to do differently? How I can I help?

EDGEWOOD ISD LITERACY FRAMEWORK 114



Teacher’s Reflections:



Thoughts and Insights about Today’s Lesson



What was my Reading objective?







 Did my objective include a cognitive strategy (name the strategy) that engaged the students beyond

the literal level?







 Did my objective include a meta-cognitive goal (as defined by Figure 19 in the TEKS)? How do you

know this?







 Was the objective achieved (by some, by all, by none)? What evidence supports these

understandings?









I liked how my students …..









I wish...









I am concerned about …









Next time ….

Post - Pre-

Conference Conference









Reflection Observation

EDGEWOOD ISD LITERACY FRAMEWORK 115



Appendix F. Bibliography





Culham, R. (2003). 6+ Traits of Writing: The Complete Guide. New York: Scholastic Professional Books.



Daniels, H. (2002). Literature Circles: Voice and Choice in Book Clubs & Reading Groups. Ontario:

Pembroke Publishers.



Duffy, G. D. (2009). Explaining Reading: A Resource for Teaching Concepts, Skills, and Strategies. New

York: The Guilford Press.



Fountas, Irene. (2011). Journeys Comprehensive Language and Literacy Guide. Orlando: Houghton Mifflin

Harcourt.



Moen, C. B. (2004). Literature Circle Role Sheets for Fiction and Nonfiction Books. Carthage: Teaching &

Learning Company.



Morris, B., & Perlenfein, D. (2003). Literature Circles: The Way to Go and How to Get There. Westminster:

Teacher Created Materials, Inc.



Pinnell, G. S., & Fountas, I. C. (2007). The Continuum of Literacy Learning. Portsmouth: Heinemann.

EDGEWOOD ISD LITERACY FRAMEWORK 116



Appendix G. Additional Resources



1. Purposeful and Explicit Teaching



Dole, J. A., Duffy, G. G., Roehler, L. R., and Pearson, P. D. (1991). "Moving from the old to the new:

Research on reading comprehension instruction." Review of Educational Research 61: 239—264.*



Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches and issues.

Cambridge, MA: Brookline Books.



National Reading Panel (2000). Report of the national reading panel. Washington, DC: Government Printing

Office.



Taylor, B., Pearson, P. D., Clark, K., & Walpole, S. (1999). Schools that beat the odds (CIERA Report 2-008).

Ann Arbor: CIERA.*



2. Interactions that Support Understandings of Specific Texts



Beck, I. L., McKeown, M. G., & Worthy, M. J. (1996). Questioning the author: A yearlong classroom

implementation to engage students with text. Elementary School Journal 96: 385—414.



Duke, N. K., & Pearson, P. D. (in press). Effective practices for developing reading comprehension. To

appear in A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed).

Newark, DE: International Reading Association.*



Tierney, R. J., Soter, A., O'Flahaven, J. F., & McGinley, W. (1989). "The Effects of Reading and Writing Upon

Thinking Critically." Reading Research Quarterly 24: 134—169.



3. Before children read conventionally



Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home

& school. Baltimore: Paul H. Brookes Publishing.



Van Kleeck, A., Stahl, S. A. & Bauer, E. B. (in press). On reading storybooks to children: Parents and

teachers. Mahwah, NJ: Lawrence Erlbaum Associates.*



Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly

34: 286—311.



Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington,

DC: National Academy Press.



Yaden, D. B., Jr., Rowe, D. W., & MacGillivray, L. (1999). Emergent literacy: A polyphony of perspectives

(CIERA Report 1-005). Ann Arbor: CIERA.*

EDGEWOOD ISD LITERACY FRAMEWORK 117



4. Skills and strategies used by expert readers



Kucan, L., & Beck, I. L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction and

social interaction. Review of Educational Research 67: 271—299



Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press.



5. Careful Analysis of Text



Hiebert, E. H. (1999). Text matters in learning to read. (CIERA Report 1-001). Ann Arbor: CIERA.*



Hoffman, J. V. & Schallert, D. L. (in press). The texts of early reading acquisition. Mahwah, NJ: Lawrence

Erlbaum Associates.*



6. Knowledge, Vocabulary and Advanced Language Development



Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading. In P. D.

Pearson (Ed.), Handbook of reading research (pp. 255—292). White Plains, NY: Longman.*



Anderson, R.C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and

teaching: Research reviews (pp. 77-117). Newark DE: International Reading Association.





Anderson, V. (1992). A teacher development project in transactional strategy instruction for teachers of

severely reading-disabled adolescents. Teaching & Teacher Education, 8, 391-403.



Beck, I.L., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M.L. Kamil, P. Mosenthal,

& P.D. Pearson (Eds.), Handbook of reading research: Volume II (pp. 789-814). White Plains, NY: Longman.





Beck, I.L., Perfetti, C.A., & McKeown, M.G. (1982). Effects of long term vocabulary instruction on lexical

access and reading comprehension. Journal of Educational Psychology, 74, 506-521.







Breznitz, Z. (1997b). Enhancing the reading of dyslexic children by reading acceleration and auditory

masking. Journal of Educational Psychology, 89, 103-113.





Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of

transactional strategies instruction with low-achieving second grade readers. Journal of Educational

Psychology, 88, 18-37.





Cordón, L.A., & Day, J.D. (1996). Strategy use on standardized reading comprehension tests. Journal of

Educational Psychology, 88, 288-295.

EDGEWOOD ISD LITERACY FRAMEWORK 118



Dickinson, D.K., & Smith, M.W. (1994). Long-term effects of preschool teachers’ book readings on low-

income children’s vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122.





Duffy, G.G., Roehler, L.R., Sivan, E., Rackliffe, G., Book, C., Meloth, M., Vavrus, L.G., Wesselman, R.,

Putnam, J., & Bassiri, D. (1987). Effects of explaining the reasoning associated with using reading strategies.

Reading Research Quarterly, 22, 347-368.





Durkin, D. (1978-79). What classroom observations reveal about reading comprehension instruction. Reading

Research Quarterly, 14, 481-533.





Durso, F.T., & Coggins, K.A. (1991). Organized instruction for the improvement of word knowledge skills.

Journal of Educational Psychology, 83, 109-112.





Eco, U. (1990). The limits of interpretation. Bloomington IN: Indiana University Press.





Elley, W.B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-

187.





Fountas, I. and Pinnell G., (1996) Guided Reading: Good First Teaching for All Children by Heinemann

Publishers.



Flower, L., Stein, V., Ackerman, J., Kantz, M.J., McCormick, K., & Peck, W.C. (1990). Reading to write:

Exploring a cognitive and social process. New York: Oxford University Press.





Gough, P.B. (1984). Word recognition. In P.D. Pearson, R. Barr, M.L. Kamil, & P. Mosenthal (Eds.),

Handbook of reading research (pp. 225-254). White Plains, NY: Longman.





Gough, P.B., Hoover, W.A., & Peterson, C.L. (1996). Some observations on a simple view of reading. In C.

Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties (pp. 1-13). Mahwah, NJ: Erlbaum.





Isakson, R.L., & Miller, J.W. (1976). Sensitivity to syntactic and semantic cues in good and poor

comprehenders. Journal of Educational Psychology, 68, 787-792.



Kamil, M.L., Mosenthal, P.B., Pearson, P.D., & Barr, R. (Eds.). (2000). Handbook of reading research:

Volume III. Mahwah, NJ: Erlbaum.





Keene, E.O., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop.

Portsmouth NH: Heinemann.

EDGEWOOD ISD LITERACY FRAMEWORK 119



LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading.

Cognitive Psychology, 6, 293-323.





Martin, V.L., & Pressley, M. (1991). Elaborative-interrogation effects depend on the nature of the question.

Journal of Educational Psychology, 83, 113-119.





McKoon, G., & Ratcliff, R. (1992). Inference during reading. Psychological Review, 99, 440-466.





Miller, G.A., & Gildea, P. (1987). How children learn words. Scientific American, 257(3), 94-99.





Morrow, L.M., Pressley, M., Smith, J.K., & Smith, M. (1997). The effect of a literature-based program

integrated into literacy and science instruction with children from diverse backgrounds. Reading Research

Quarterly, 32(1), 55-76.





Nagy, W., Anderson, R., & Herman, P. (1987). Learning word meanings from context during normal reading.

American Educational Research Journal, 24, 237-270.





National Reading Panel. (2000, April). Report of the National Reading Panel: Teaching children to read.

Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health,

U.S. Department of Health and Human Services. Available: www.nichd.nih.gov/publications/nrppubskey.cfm





Nicholson, T. (1991). Do children read words better in context or in lists? A classic study revisited. Journal of

Educational Psychology, 83, 444-450.



Opitz M., (1998) Flexible Grouping in Reading Scholastic Professional Books.



Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension- fostering and monitoring

activities. Cognition and Instruction, 1, 117-175.





Pearson, P.D., & Dole, J.A. (1987). Explicit comprehension instruction: A review of research and a new

conceptualization of instruction. Elementary School Journal, 88, 151-165.





Pearson, P.D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M.L. Kamil, P.B. Mosenthal, &

P.D. Pearson (Eds.), Handbook of reading research: Volume II (pp. 815-860). White Plains, NY: Longman.





Pellegrini, A.D., Galda, L., Perlmutter, J., & Jones, I. (1994). Joint reading between mothers and their Head

Start children: Vocabulary development in two text formats (Reading Research Rep. No. 13). Athens, GA, &

College Park, MD: National Reading Research Center.

EDGEWOOD ISD LITERACY FRAMEWORK 120



Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B.

Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III (pp. 545-561). Mahwah

NJ: Erlbaum.



Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive

reading. Hillsdale NJ: Erlbaum.



Pressley, M., & El-Dinary, P.B. (1997). What we know about translating comprehension strategies instruction

research into practice. Journal of Learning Disabilities, 30, 486-488.





Pressley, M., El-Dinary, P.B., Gaskins, I., Schuder, T., Bergman, J., Almasi, L., & Brown, R. (1992). Beyond

direct explanation: Transactional instruction of reading comprehension strategies. Elementary School

Journal, 92, 511-554.





Pressley, M., Johnson, C.J., Symons, S., McGoldrick, J.A., & Kurita, J.A. (1989). Strategies that improve

children’s memory and comprehension of text. Elementary School Journal, 90, 3-32.





Pressley, M., Wharton-McDonald, R., Hampson, J.M., & Echevarria, M. (1998). The nature of literacy

instruction in ten grade-4/5 classrooms in upstate New York. Scientific Studies of Reading, 2, 159-191.





Pressley, M., Wood, E., Woloshyn, V.E., Martin, V., King, A., & Menke, D. (1992). Encouraging mindful use of

prior knowledge: Attempting to construct explanatory answers facilitates learning. Educational Psychologist,

27, 91-110.





Robbins, C., & Ehri, L.C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary

words. Journal of Educational Psychology, 86, 54-64.





Rosenblatt, L.M. (1938). Literature as exploration. New York: Progressive Education Association.





Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary work.

Carbondale, IL: Southern Illinois University Press.





Rosenhouse, J., Feitelson, D., Kita, B., & Goldstein, Z. (1997). Interactive reading aloud to Israeli first

graders: Its contribution to literacy development. Reading Research Quarterly, 32, 168-183.





Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children.

Washington DC: National Academy Press. Available: books.nap.edu/catalog/6023.html

EDGEWOOD ISD LITERACY FRAMEWORK 121



Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the

acquisition of literacy. Reading Research Quarterly, 21, 360-407.





Stanovich, K.E., & Cunningham, A.E. (1993). Where does knowledge come from? Specific associations

between print exposure and information acquisition. Journal of Educational Psychology, 85, 211-229.





Sternberg, R.J. (1987). Most vocabulary is learned from context. In M.G. McKeown & M.E. Curtis (Eds.), The

nature of vocabulary acquisition. Hillsdale, NJ: Erlbaum.





Tan, A., & Nicholson, T. (1997). Flashcards revisited: Training poor readers to read words faster improves

their comprehension of text. Journal of Educational Psychology, 89, 276-288.



Williams, J.P. (1993). Comprehension of students with and without learning disabilities: Identification of

narrative themes and idiosyncratic text representations. Journal of Educational Psychology, 85, 631-641.



Stahl, S. A. (1998). Vocabulary development. Cambridge, MA: Brookline Press.*



7. All Genres and School Subjects



Duke, N. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research

Quarterly, 35: 202—224.*



Pearson, P. D., & Duke, N. K. (in press). Comprehension instruction in the primary grades (CIERA Archives).

Ann Arbor: CIERA.*



8. Actively engaging children



Guthrie, J. T., et al. (1996). Growth of literacy engagement: Changes in motivations and strategies during

concept-oriented reading instruction. Reading Research Quarterly 31: 306—332.



9. Assessments that Inform Instruction



Pearson, P. D., & Stallman, A. C. (1993). Approaches to the future of reading assessment: Resistance,

complacency, reform (Tech. Rep. No. 575). Champaign, IL: Center for the Study of Reading.*



10. Continuous Teacher Learning



LeFevre, D., & Richardson, V. (2001). Staff development in early reading intervention programs: The

facilitator (CIERA Report 3-011). Ann Arbor: CIERA.*



Meisels, S. J., Bickel, D. D., Nicholson, J., Xue, Y., & Atkins-Burnett, S. (2001). Trusting teacher's judgments:

A validity study of a curriculum-embedded performance assessment in Kindergarten—Grade 3. American

Educational Research Journal 38: 73—95.



Paris, S. G., & Winograd, P. (2001). The role of self-regulated learning in contextual teaching: Principles and

practices for teacher education (CIERA Archives 01-04). Ann Arbor: CIERA.*

EDGEWOOD ISD LITERACY FRAMEWORK 122



Websites



http://reading.ecb.org/



http://www.webenglishteacher.com/litcircles.html



http://www.kimskorner4teachertalk.com/



http://www.readingrockets.org/



http://www.educationoasis.com/curriculum/Reading/glossary_reading_terms.htm



http://www.readinglady.com/



http://www.readwritethink.org/



http://www.region15.org/page.php?pid=107



http://www.mrsperkins.com/



http://www.ttms.org/



http://www.lauracandler.com/



http://www.eduplace.com/graphicorganizer/spanish/



http://www.abcteach.com/index.html



ABC website contains activities for Pre-K to Junior High. There are activities for literature units and

various comprehension activities.



http://www.webenglishteacher.com/litcircles.html



This website is targeted primarily towards high school curriculum. However, there is a component for

ESL that could be used in the lower grades. The ESL link provides activities for teachers and students so that

they can strengthen their vocabulary and understanding of the English language.



http://www.readingrockets.org/



This website offers a variety of activities that focus on fluency, comprehension, and writing skills.

There are activities for parents and teachers. Reading Rockets, also provides administrators with an

overview about various components of a strong literacy program. The site has a good variety of interactive

sties for children.



http://www.educationoasis.com/curriculum/Reading/glossary_reading_terms.htm



This website contains definitions of numerous literacy terms.



http://www.readinglady.com/index.php?&MMN_position=1:1



The reading lady website is a strong resource for ideas about comprehension, author studies, poetry,

6 traits of writing, and reader’s theatre. The website also provides teachers with assessments that can be

used to monitor student’s understanding.

EDGEWOOD ISD LITERACY FRAMEWORK 123



http://www.readwritethink.org/



Read Write and Think is a website tat provides activities and resources to teachers and parents. The

activities and professional resources are based on the standards by IRA (International Reading Association

and the National Council of English Teachers- NCTE) There are many journal articles that can be accessed

through the links on this website which would be useful in staff development.



http://olc.spsd.sk.ca/de/pd/instr/strats/guided/guided.html



Very comprehensive website detailing all aspects of a well constructed guided reading program. It

provides detailed explanation on how to make a guided reading lesson successful.







Professional Articles



http://www.eduplace.com/rdg/res/literacy/em_lit4.html



Shared Reading- Definition and benefits



http://www.prel.org/toolkit/pdf/teach/Shared%20Reading.pdf



A well written article which explains the idea of shard reading. Provides background information on

the benefits of shared reading and explains to a teacher how to set up a shared reading component in his/her

instructional day. (What it is, how it looks, materials needed) The article also has a very good bibliography of

additional resources.



https://www.msu.edu/user/tarjason/What%20is%20Working%20With%20Words.pdf



An article that explains the basic structure of a working with words lesson.



http://www.google.com/search?q=guided+reading&hl=en&safe=off&client=safari&rls=en&prmd=ivb&source=

univ&tbs=vid:1&tbo=u&ei=5AznS6drjaYz68XRhQg&sa=X&oi=video_result_group&ct=title&resnum=15&ved=

0CF0QqwQwDg



A variety of videos about guided reading.



http://www.teachers.tv/videos/156

EDGEWOOD ISD LITERACY FRAMEWORK 124



Appendix H. Elements of the Grade Level Reading Strategy





Elements of the Grade Level Reading Strategy

(Reproduced with permission)



Foundations, Inc.

Making Connections

1. Aim for high achievement by setting clear targets. Set separate improvement targets for individual

students and for groups of students, classes, grades, the school, and the district as a whole.



2. Attract families and community partners to share in the work. Include organizations and individuals such

as neighborhood residents, who can support striving readers in terms of good health, consistent

attendance, and stability at home and in the neighborhood. Partner with families to ensure they understand

the grade level reading strategy for the school and their children, and actively support it through their own

actions.



3. Assess—as frequently as necessary—the needs and assets of individual students, groups of students,

and schools. Use a cycle of screening to identify issues, diagnosing specific needs and then monitoring

progress on striving readers’ academic skills as well as attendance and health. Create user-friendly data

systems for tracking how individuals and groups of students are faring in academics, attendance, and

health. Assess the needs and assets of teachers and other staff, schools, and districts for moving striving

readers to proficiency.



4. Assemble key data and key people in one place. Review individual students’ needs with those who

instruct or interact with the students at intervals that allow for intervention, progress monitoring, and

adjustment of interventions. Look also at aggregate data to discern group needs and interventions.



5. Act on individual needs and group needs. Identify and implement best practices and high-impact

instructional interventions for the classroom, school, and district.



6. Align learning opportunities for students across systems and times. See the early learning years as a

unified system and build bridges for children, families, and practitioners between preschool and the early

grades. Also see the school day and out-of-school time as a single, blended system for children’s learning.

Maximize opportunities to coordinate and reinforce learning for striving readers before and after school,

during the summer, and in school, community, and home settings.



7. Assist teachers, school leaders, other school and program staff, families, and partners to build their

capacity to implement all aspects of the grade level reading strategy. Provide information, training and

coaching, supportive supervision and evaluation, materials, and opportunities to collaborate that will equip

the adults who work with striving readers to help them reach grade level standards.



8. Advocate for adequate resources and supportive policies by enhancing public awareness and

engagement. Educate families, residents, business and community leaders, and public officials about the

importance of grade level reading and the grade level reading strategy. Seek changes in policy and

systems that will positively impact implementation and sustaining of the grade level reading strategy.

EDGEWOOD ISD LITERACY FRAMEWORK 125





A Balanced Whole Group



Shared Reading& Writing

Literacy  Oral Language

 Opening Routines

Approach  Vocabulary & Comprehension

 Skills & Strategies

 Grammar

 Proof Reading

 Writing Activities









Whole Group



Word Study



 Spelling

 Phonics

 Phonemic Awareness

 High Frequency Words









Small Group Small Group Small Group



Instructional/Guided Literature Circles Independent Reading &

Reading & Writing Writing

 Groups based on reading

 Leveled Readers interests and/or unit of study  Ready Made Centers

 Data driven  Group discussions  Digital Centers

 Flexible homogenous  Reflective Writing  Writing Prompt

grouping  Social Studies Center