Lions Literacy Lair:

Ms. Enger: Literacy Coach

Instructional Frameworks:
There are three the teacher has determined the can use them to support high
structures for entire class needs based on an achievers, as well as strugglers.
instruction in read- assessment and whats in the dis- Ongoing assessment is required to
Websites/Resources
ing and writing workshops. Use of trict curriculum. The teacher make such groups successful. Instructional Frameworks:
all of them provides for an effec- models or demonstrates what Individual Instruction Writing to the Prompt by Janet Angelillo
tive, supportive learning environ- students are expected to learn
This component is the most pow-
ment and allows for differentiat- rather than merely assigning work.
erful structure. A teacher meets Ways to Support Processes
ed instruction. Small-group Instruction with individual students to deter- of Writers:
Whole Class Instruction The teacher determines the mine each need. Then she teaches
From Ideas to Words: by Tasha Tropp
Usually conducted through in- needs of students through assess- a strategy to one student.
Laman
tense, direct teaching that lasts ment and gathers small groups for Recordkeeping, planning, and stu-
ten to fifteen minutes; such mini- direct instruction tailored to dent accountability are critical to
lessons contain instruction in something specific. These groups the success of this. Mentor Text and the Organ-
ization Trait
reading or writing strategies that are temporary, and the teacher
The Writing Thief by Ruth Culham

Ways to Support Processes of Writers:

Study the writing preferences of your stu-
dents. For example:
*Experiment with lighting and music in the
room, asking student to think about which they
prefer (bright lights, low lights, soft
music, upbeat music, or quiet).
*Ask students whether they prefer to
sit at a table or desk, near other peo-
ple or far away from others (do they
need to be alone or to talk with oth-
ers?)
chart paper. Do this a few times a year to doc-
ument how students writing practices change.
Study writing processes as well:
*Ask children when writing feels easy and when
it feels hard
*Ask multilingual students to think about
which languages they are thinking in when
they are writing an d how that feels
*Ask students to notice what languages they
write in and when.

*Ask students to consider which writing tools *What topics do students usually write about?
they prefer: pens, markers, pencils, or comput- *What kinds of writing do they enjoy? (poetry,
ers. fiction, blogs, how-to, memoir, etc.) Dates to keep
Have conversations with students about these * Do they write at home? If so, what kind of in Mind:
experiences and record their responses on writing do they do?
Feb. 7 I will be
Mentor Text and the Organization Trait at a
District
Key Quality: Developing the Body tinental Railroad on travel across the next, exploring the differ-
the United States back in 1869 ent regions of the country.
Meeting
The writer
creates a is beautifully illustrated and Have students make a route Feb. 9 Library
piece thats lyrically described in the 2014 map of the story as you travel
easy to follow Caldecott Medal Winner. Its together through the pages of
filled with examples of organiza-
Feb. District
by fitting de- the book. As you read and dis-
tails together 27th Writing
tional structures, from the in- cuss, ask them to write about
logically. The side cover pages that highlight Due
favorite places described in the
writer slows the railroads map route from book and key them to a U.S. map.
down to spotlight important east to west, to the tend pages Put all the descriptions together
points or events and speeds up that explain how steam power
when he or she needs to move in one class book in the order
works. The core information on that they appeared in the story,
the reader along.
the pages, however, chronicles making sure students use the
Locomotive by Brian Floca the journey of family and crew U.S. map as a check for which
The impact of the Transcon- on the newly built railroad line as would come first, next, and last.
they stop in one location after